教員養成課程の大学生における教職を目指す過程での再考及び理想の教師像への志向性とアイデンティティ発達との関連

抄録

The purpose of this study was to investigate the relationship between reconsideration and intention toward ideal teacher selves in the teacher-training process, and identity development among students in teacher-training courses. A total of 867 students, including 492 students in a teacher-training course, completed a questionnaire. First, an exploratory factor analysis was conducted on the Reconsidering in the Teacher-Training Process Scale. The factor analysis revealed that the scale consisted of two factors: “reconsidering choosing a teacher profession” and “reconsidering competence as a teacher.” Second, our findings showed that “reconsidering choosing a teacher profession,” “reconsidering competence as a teacher,” and “intention toward ideal teacher selves” correlated with “exploration” and “commitment” in identity development. Third, the scores for “reconsidering choosing a teacher profession,” “reconsidering competence as a teacher,” and “intention toward ideal teacher selves” differed significantly among identity statuses. These results suggest that reconsideration and intention toward ideal teacher selves in the teacher-training process are related to identity development among students in teacher-training courses.