TY - JOUR
T1 - Effects of practice teaching on student teachers' conception of themselves as members of the teaching profession
T2 - Effects of "Ibasho" (sense of belonging)
AU - Mishima, Tomotaka
AU - Hayashi, Eri
AU - Mori, Toshiaki
N1 - Copyright:
Copyright 2012 Elsevier B.V., All rights reserved.
PY - 2011
Y1 - 2011
N2 - The present study explored the concept of ibasho (sense of belonging) in situations in which student teachers were part of small practice teaching groups at schools, and examined effects of ibasho on the development of their view of themselves as teachers. Participants in the study were 140 student teachers (51 males, 89 females). The major findings were as follows: (a) Exploratory factor analysis of the concept of ibasho revealed 3 major factors: "sense of self-acceptance", "sense of role", and "empathy". These three all improved after practice teaching, (b) Multiple regression analysis indicated that "friendly experiences in informal settings" and "cooperative experiences in formal settings" influenced ibasho in general. Gender differences were also revealed. For the female student teachers, "instruction and support from mentors with regard to classroom teaching" influenced their "sense of role", (c) Multiple regression analysis also indicated that an increase in "sense of role" influenced the "degree of desire to become a teacher" of the female student teachers, and the "teacher image" of the males, (d) For the male student teachers, increased ibasho influenced their "teacher efficacy".
AB - The present study explored the concept of ibasho (sense of belonging) in situations in which student teachers were part of small practice teaching groups at schools, and examined effects of ibasho on the development of their view of themselves as teachers. Participants in the study were 140 student teachers (51 males, 89 females). The major findings were as follows: (a) Exploratory factor analysis of the concept of ibasho revealed 3 major factors: "sense of self-acceptance", "sense of role", and "empathy". These three all improved after practice teaching, (b) Multiple regression analysis indicated that "friendly experiences in informal settings" and "cooperative experiences in formal settings" influenced ibasho in general. Gender differences were also revealed. For the female student teachers, "instruction and support from mentors with regard to classroom teaching" influenced their "sense of role", (c) Multiple regression analysis also indicated that an increase in "sense of role" influenced the "degree of desire to become a teacher" of the female student teachers, and the "teacher image" of the males, (d) For the male student teachers, increased ibasho influenced their "teacher efficacy".
KW - Ibasho (sense of belonging)
KW - Ideas about the teaching profession
KW - Student teachers
KW - Student teaching
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U2 - 10.5926/jjep.59.306
DO - 10.5926/jjep.59.306
M3 - Article
AN - SCOPUS:84860459317
VL - 59
SP - 306
EP - 319
JO - Japanese Journal of Educational Psychology
JF - Japanese Journal of Educational Psychology
SN - 0021-5015
IS - 3
ER -