Abstract
The aim of the study was to investigate the effect of the practical training which had been structurally introduced to the students soon after their enrollment, by using the indicators of students' feeling of pre-school-teacher-efficacy and the changes of their cognition on practical training, in view of the practical training. The study also investigated the influence of permeability control power and dysfunctional attitudes on these changes, in order to gain insights in providing practical training. A questionnaire survey, which measures permeability control power, dysfunctional attitudes, pre-school-teacher-efficacy and cognition of practical training, was conducted for 43 second-year university students who major in childcare (11 males, 31 females and 1 unknown), before and after practical training at Regional Childcare Support Centers. It was found that there were no significant changes inpre-school-teacher-efficacy, and that negative cognition of practical training decreased and positive cognition increased. However, the greater the negative cognition before the practical training, the more the negativity increased after the practical training. The more permeability control power they had, the more they increased the feeling of efficacy and decreased negative cognition of practical training. The study also found that a controlling attitude toward the dysfunctional attitudes helped to increase the feeling of cooperation among childcare workers. Based on these findings, the study discussed the issues in providing practical training in childcare.
https://ror.org/03aet8853 
