2015 年 24 巻 p. 82-92
The purpose of this study was to examine the process of change in Pre-school-Teacher-Efficacy（PTE）in a group of junior college students majoring in early childhood education. This longitudinal study examined 1318 students from admission to graduation using a PTE scale consisting of 10 items. This PTE scale was administered at 8 stages ; just after admission（stageⅠ）, just before and after childcare practiceⅠ（stageⅡ, Ⅲ）, just before and after childcare practiceⅡ（stage Ⅳ, Ⅴ）, just before and after teaching practice（stageⅥ, Ⅶ）and just before graduation（stageⅧ）focusing on the pre- and post-childcare and teaching practice in nursery schools and kindergartens.
The mean PTE scores were ANOVA for each stage and the process of change in the PTE scores was examined. The PTE scores decreased from stageⅠ to stageⅡ, increased in stageⅢ, decreased again in stageⅣ, and eventually increased in stageⅤ and onward. In addition, the comparison of the immediate pre- and post- practice indicated a significant increase in PTE scores only between immediately before and after childcare practice Ⅰ. The results show that the process of change in the PTE resulted not only from practical experience and learning at the desk, but also from job hunting activities.
The process of change in PTE scores was divided into 5 categories by cluster analysis and the respective characteristics were clarified. Typological data showed explicitly that there was a fair number of students in whom PTE scores decreased in 2 years.
The development of PTE is fulfilled by enriching the practical training for childcare and teaching specialists. It is the responsibility of those educating such students to fully grasp the personalities of students, and devise and implement the plan for detailed pre- and post-practical training guidance containing career guidance.
