교대생의 직업적 자아개념의 발달과 그 관련요인 = Development of Primary Student Teachers Professional Self-concept

다국어 초록 (Multilingual Abstract)

The main purpose of this study is to explore the conditions which affect the development of primary student teachers` professional self-concept. Self-concept is a key concept in teacher education and should be treated as a central issue. It is related with both children`s growth and student teachers professional development. An investigation was carried out according to the purpose. The subjects were 200 student teachers attending the 4th grade of Taegu National University of Education. Data were collected in the following ways: by a short survey of the senior students and by a series of group interviews. The result indicate that most of the subjects felt themselves as members of the teaching profession and wanted to be a teacher more than anything else. It also was observed that their professional self-concept and expressed level of commitment to teaching were closely connected with each other, and teaching practice in primary schools had the greatest influence on the development of their self-concept as teachers. Thus, this study draws a conclusion that student teachers` occupational identity develops while practising in primary schools, where they are accepted as colleagues and supported professionally and socially by primary teachers. A longitudinal research is expected to performed in future on the development of student teachers` professional self-concept throughout university days and the first year in the classroom.