Background: Although practical training for Yogo teacher is necessary for the curriculum at Yogo teacher training universities in Japan, the contents of the practical training for Yogo teacher vary considerably among universities. It is not clear whether the students are sufficiently learned, whether they are satisfied with practical training and what factors affecting goal achievement level and student satisfaction level.
Objectives: This study was designed to assess factors affecting student’s goal achievement level and satisfaction level of practical training.
Methods: A questionnaire survey was administered to 316 students who had experienced practical training for student Yogo teacher from April to December in 2014. The questionnaire asked about the frequency of practice and activity of the practical training, learning at practice, goal achievement level, and satisfaction level with practice. Analysis objects were 285 (95.6%) students.
Using exploratory factor analysis, we constructed summative scales to assess activity of the practical training, their learning of practice and goal achievement level. Generalized linear models were produced using a score for goal achievement level and a score for satisfaction level with practice as an objective variable, with the type of training course, training method, frequency of practice, a score for practice situations that concern students, and a score for learning of the practice as explanatory variables.
Results: Factor analysis of goal achievement level extracted two factors: “understanding of the Yogo teachers’ job” and “building the value.” Factors influencing “understanding of the Yogo teachers’ job” were “a good relationship with the Yogo teacher at the school leading training” (b=0.31, p<0.01), “understanding of the children” (b=0.20, p<0.05) and “understanding of the Yogo teachers’ role” (b=0.47, p<0.001). Factors influencing “building the value” were “practice experience” (b=0.12, p<0.01), “highly motivated attitude” (b=0.23, p<0.05), “intention to be Yogo teacher” (b=0.18, p<0.001), “understanding of the Yogo teachers’ role” (b=0.31, p<0.001), and students of nursing (b=-0.83, p<0.01). Factors influencing satisfaction level with practice were “a good relationship with the Yogo teacher at the school leading training” (b=0.15, p<0.001), and the “intention to be Yogo teacher”（b=0.08, p<0.01）
Conclusion: Results show that almost all students were satisfied with their practical training for student Yogo teacher. And understood the Yogo teachers’job. However, “building the value” differed among the type of training course, students of nursing scores were low. Every Yogo teacher training university must recognize a goal achievement and raise“building the value.”Further efforts must be undertaken to build a training support system.
