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このアイテムの引用には次の識別子を使用してください: http://hdl.handle.net/10911/4616

タイトル: 教育学部生のキャリア展望に関する基礎的研究(2)―入学後2 年間のキャリア展望の変遷に着目して―
その他のタイトル: The Study on the Career Prospects of College Students in the Faculty of Education (2)
著者: 八幡, ななみ
YAWATA, Nanami
高野, 久美子
TAKANO, Kumiko
発行日: 31-Mar-2016
出版者: 創価大学教育学部・教職大学院
抄録: This study examines the career prospects of sophomore college students in the faculty of education. The first part of this study (N=148) statistically analyzes the data of the student survey, which has been administered each semester since 2014 by career education committee. The cluster analysis was conducted based on the scores of Career Prospect (CP) scale in the 1st, 2nd, and 4th semester. Four clusters were generated; (1) High CP cluster, (2) Average CP cluster, (3) Below average CP / V-shaped cluster, and (4) Low CP cluster. The analysis of variance (ANOVA) were conducted to illustrate the characteristics of each cluster. The results indicated that students of “high CP” and “average CP” clusters evaluated themselves positively in terms of academic skills, the sense of college adaptation, and social adaptation skills. Students of “below average CP / V-shaped” cluster perceived their career prospects got unclear in the 2nd semester, then recovered in the 4th semester. It was implied that the recovery in career prospect could be related to the growth in logical thinking and attitude of keeping distance from problems. The results also indicated that students of “low CP” cluster might have been feeling difficulties in academics and adaptation to college since the 1st semester. For the second part of the study, interview surveys were conducted (n=8). Five key concepts were extracted from the interview data. The concepts included (a) conflict about aspiring teaching profession, (b) promotion of career choice behaviors by classes, (c) attaining information from networks beyond the faculty of education, (d) experiential investigation of career options through internships, (e) promotion of career decision behaviors by set deadlines. Based on the findings, the possible student supports were discussed.
URI: http://hdl.handle.net/10911/4616
ISSN: 03855031


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