Abstract
The major purpose of the present study was to investigate how images of university lectures change before and after practice teaching. The following aspects of the practice teachers' images of university lectures were analyzed based on Ida (2003): (1) guidance for instructional method in school subjects; (2) lectures on psychology; and (3) lectures on pedagogy. One hundred and twenty-two practice teachers participated in this study. Major findings were; (1) "interest value" scores increased after practice teaching, suggesting that practice teachers started to have a more positive image of university lectures, (2) scores for the "systematic utility value" of lectures on psychology increased after practice teaching, suggesting that practice teachers developed more positive images of the subject and that they found lectures on psychology to be useful for the school teachers' examination; (3) "public attainment value" scores are correlated with the degree of desire to become a teacher, suggesting that practice teachers who came to want to be teachers after practice teaching started to consider others' perspectives; and (4) scores for the lectures on pedagogy were lower than the other two kinds of lecture, suggesting that it is difficult for practice teachers to find the lectures on pedagogy as meaningful as the others.
