A view on teaching and guidance and the social consciousness of university students aspiring to be schoolteachers : A long-term analysis of a 4-year panel questionnaire survey

キョウショク　シボウ　ダイガクセイ　ノ　キョウショクカン　シドウカン　ト　シャカイ　イシキ　4ネンカン　ノ　パネル　チョウサ　ニ　ヨル　ケイネン　ブンセキ　カラ

ナカムラ, アキヒト

Nakamura, Akihito

長谷川, 哲也

ハセガワ, テツヤ

Hasegawa, Tetsuya

紅林, 伸幸

クレバヤシ, ノブユキ

Kurebayashi, Nobuyuki

川村, 光

カワムラ, アキラ

Kawamura, Akira

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ キョウイクガクケイ

Department of Education, Graduate School of Human Sciences, Osaka University

In this study, we studied changes in students’ consciousness and behavior over 4 years, based on a panel questionnaire survey administered to university students aspiring to be schoolteachers. In particular, we focused on changes in their ideal image of teachers and teaching, learning at university, and social consciousness and behavior, from the first and fourth grades. Through analysis of our data, we found that university students experience an increased sense of mission and responsibility as teachers over the 4-year period, and acquire basic skills that are useful in the teaching profession. However, they attain limited education on knowledge and consciousness not pertaining to the classroom and school, such as politics, as well as social changes and problems. In particular, their interest in and concern with politics showed a decline. These results suggest that students’ consciousness is primarily focused on the classroom and school contexts, while viewpoints on “society” lag behind during the 4 years at university. Based on the above results, we pointed out the necessity of providing not only the “practical skills” required in the field, but also broader knowledge and thinking that is not limited to the classroom and school contexts during teacher training. Such knowledge and thinking is important when dealing with educational problems, such as inequality in education, as a result of changes in social conditions.

長谷川, 哲也

紅林, 伸幸

川村, 光