大学生の教職意識の形成過程に関する考察

－一私立大学の事例から－

抄録

  The purpose of this paper is to investigate the process whereby university students form and change their concept of the teaching profession and to discuss the meaning of teacher education for students in universities.

  Three longitudinal investigations by questionnaire survey were carried out at Rikkyo University in 1995, 1997 and 1999. In these surveys, the students were asked how their aims with regard to becoming teachers and their images of the teaching profession had changed.

  As a result of the research, the following three types of students were identified with regard to application for teaching posts, and it was found that their image of the teaching profession and the changes in that image varied according to the type.

  Type 1: They had high motivation for teaching throughout their college life. They were able to smoothly become a student teacher able to adopt a teacher's view and position in a classroom.

  Type 2: They continued on the teacher training course although they had not decided whether or not to become teachers. They changed their images of teaching through teaching practice in schools and lectures and seminars in university.

  Type 3: They chose jobs other than teaching. Changes in their images of teaching as a profession varied among them. They considered teaching practice a very valuable experience.

  Through this research, the following points were clarified. (1) The students changed their images of the “teaching profession and lessons” but did not greatly change their aim with regard to becoming teachers. (2) The lectures and seminars in university provided the students with the opportunity to change their images of the teaching profession.

  Based on this investigation, it is clear that teacher education in universities has the following meanings for the students. (1) Teacher training courses increase the possibility of creating a framework of new concepts and new images of teachers and teaching for the students. (2) Teacher training courses accelerate changes in the learning style of students towards more creative and reflective thinking.