Development of a Program for Fostering Empathy and Self-Esteem of Students Wishing to Become Teachers by Role Lettering

2023 Fiscal Year Final Research Report

• Project/Area Number: 20K02893
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: University of the Ryukyus
• Principal Investigator: OKAMOTO Yasuhiro 琉球大学, 教育学部, 教授 (20781644)
• Project Period (FY): 2020-04-01 – 2024-03-31
• Keywords: ロールレタリング / 共感性 / 自尊感情 / 教師志望学生

Outline of Final Research Achievements

In this study, we introduced the roll lettering to aspiring teachers and examined a program of empathy and self-esteem development. The second grade of the university of the aspiring teachers was conducted 3 round trips, 6 times in total. As a result, it was revealed that in the aspiring teachers of the experiment group, the multidimensional empathy scale and self-esteem scale increased. Self and others were also noticed from the description contents of roll lettering, and introspection reports. From these results, the role-lettering program in this study is effective in developing empathy and self-esteem of aspiring teachers.

Free Research Field

学校心理学

Academic Significance and Societal Importance of the Research Achievements

教師の資質能力の根幹を成すものとして共感性や自尊感情は必要不可欠な能力である。しかしながら，我が国の教員養成や教師教育を担う高等教育機関では，教科等の専門的知識や技能の修得に重点が置かれ，児童生徒や保護者，地域住民などの人間理解を深める教育や，教職への使命感や誇りを持たせる教育が少ない。本研究では，高等教育機関の教職課程において，教師として必要な共感性や自尊感情を育成するプログラムを提示できたことは，学術的意義及び社会的意義をもつものと考える。