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.

The purpose of this qualitative study is to elucidate themes related to the process from the beginning of employment seeking until deciding to enter a less desirable company. This study consists of semi-structured interviews of new employees, who were not able to enter the company of their choice. Interviews were analyzed via Modified Grounded Theory Approach (M-GTA). Our results identified 26 concepts, organized into 6 superordinate categories. The central theme of changing future perspectives and expectations united the observations, and divided them into four chronological periods, (1.) Creating an ideal perspective, (2.) Wavering from the ideal perspective, (3.) Avoiding a critical future, and (4.) Creating a temporal perspective. From these results it can be concluded that employment seekers may experience mental instability when realizing that they will not receive the job they desired. However, it is also suggested that many of them settle into their new positions with a degree of acceptance, specifically through setting up a “temporal perspective”.