Year: 2019
Type: article
Study design: Observational Study
Abstract: In 2001, the Department of Early Childhood Care and Education of the Faculty of Human Life Sciences at Fuji Womenʼs University initiated teacher training programs geared toward helping students obtain ʠClass 1 special-needs teacher certification.ʡSince 2009, the Faculty has focused on clarifying the attitudes of students toward teaching practice as well as their opinions on and demands for schools where they have practiced teaching, supervisors and our university by conducting annual questionnaire surveys filled in by students who have completed their teaching practice at specialneeds schools.Based on the results of a survey conducted over a four-year period from 2014 to 2017 using a revised version with new survey and question items, we have attempted to specifically identify changes in student attitudes toward teaching practice at specialneeds schools.These survey results revealed that efforts made to improve instructions provided to students preceding their actual teaching practice have been conducive to enhancing their expectations for teaching practice, alleviating their worries about teaching practice and lessening their confusion when preparing teaching plans and presenting demonstration classes.They also indicate that volunteer activities at special-needs schools and classes conducted prior to actual teaching practice are instrumental in developing their self-confidence.
Source: 藤女子大学国文学雑誌
Language: Japanese
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3119478769