Abstract
The aim of this study was to find the main learning ability in teaching practice at elementary school. Especially, considered the previous research, we focused on the claim advanced by the school teachers, compared to more reports toward students or university educators. We conducted the mail-in survey and asked the elementary school teachers to answer the two type’s questions. The first question was consisted of eighteen learning contents in teaching practice. As a second question, we asked them to write to-be-learned contents in teaching practice freely apart from the first question. As a result, the five hundred-twenty nine valid answers were obtained. Eighteen items by first question consisted of 5 factors: (1) school management; (2) class management; (3) lesson practice abilities; (4) the understanding for special need education; (5) the qualifications as a teacher. All these factors had a high degree of internal consistency for Cronbach’s alpha reliability for the scale. Moreover, the independence of categories was rated as the most significant learning content. Furthermore, in free descriptions, it seemed that thirty-two percent of teachers insisted on the significance of the positivity and motivation for learning. Our findings corresponded to previous studies for each type of school. For future direction, we need to examine how to cultivate the abilities as an acceptable member of society during a four-year university education.
