<研究ノート>日本語教員養成講座受講生の教師ビリーフに関する予備的考察

Abstract

本稿では、質問紙調査を行い、属性が異なる三つの集団(日本語教育に関心があるが日本語教師になることを予定していない人、民間の日本語教員養成講座の受講生、現職日本語教師)の教師ビリーフの差異を明らかにした。具体的には、現職日本語教師が教員養成講座の受講生及び日本語教育に関心があるが日本語教師になることを予定していない人より豊かさ志向が有意に高いこと、現職日本語教師及び教員養成講座の受講生が日本語教育に関心があるが日本語教師になることを予定していない人より正確さ志向が有意に高いことを示した。この結果から、豊かさ志向には学校で教師として教壇に立つという経験が、正確さ志向には自らを日本語教師として意識するという明確な自己啓発経験が関与していると論じ、教師ビリーフの変化に対する一つの可能性を提示した。

In this study, we conducted a survey to clarify the differences in teachers' beliefs regarding three groups of people having different attributes: 1) those who are interested in Japanese language education, however, do not aspire to become a Japanese language teacher, 2) students of a Japanese language teacher training course, and 3) in-service Japanese language teachers. The results reveal that the expressiveness-oriented factor was significantly higher among in-service Japanese language teachers than among students of a Japanese language teacher training course and those who are interested in Japanese language education, however, do not aspire to become a Japanese language teacher. Further, the accuracy-oriented factor was significantly higher among in-service Japanese language teachers and students of a Japanese language teacher training course than among those who are interested in Japanese language education, however, do not aspire to become a Japanese language teacher. Considering these results, we argue that the expressiveness-oriented factor is related to the teaching experience at school, whereas, the accuracy-oriented factor is related to a clear self-development experience in which one becomes aware of oneself as a Japanese language teacher. These results provide a possible explanation for the change in teachers' beliefs.