Change of Students' Consciousness on Educational Practical Training; Personality of Students and Facilitative and Suppressive Consciousness

本研究の目的は，教育実習において学生の意識がどのように変化するのかを調べることが目的である。意識として，実習活動を促す促進的意識と実習活動を抑制する抑制的意識を取り上げ，実習期間中にこれらの意識がどのように変化していくのか，学生の性格の違いによりどのような差が見られるのかを明らかにしようとした。その結果，性格特性により，実習中の意識が異なることが明らかになった。すなわち，自信と疲労は，学生の行動的側面より，疲労は学生の情緒的側面と行動的側面の両方により影響されることを示している。また，子どもに対する愛着については，全ての学生において，実習の日々を重ねるに連れて強まることが明らかになった。The purpose of this research is to examine how consciousness would change on the educational practical training for kindergarten. The consciousness includes both three facilitative consciousness that are the aspiration to be a teacher of kindergarten, the attachment to children, and the confidence for the practical training and two suppressive consciousness that are the anxiety on the training and the fatigue during the training. The result of the facilitative consciousness showed that the aspiration to be a teacher of kindergarten was high during all days of training, that the attachment to children had been decreased with days of training, that the confidence for the practice was the highest on the eighth and the ninth days and that on the first day the confidence of students who are active was higher day than that of students who are passive but not on the remainder days. The result of the suppressive consciousness showed that the anxiety had been decreased during the practical training, that the anxiety of students who are stable-active was lowest on the sixth day while the anxiety of students who are unstable-passive was lowest on the twelfth and thirteenth days, and that the fatigue of students who are passive was strongest between tenth and twelfth day. These results suggest that the students' consciousness might be depend on their personality