@article{oai:oiu.repo.nii.ac.jp:00001116,
 author = {胡田, 裕教 and Ebita, Hiroyuki},
 issue = {3},
 journal = {国際研究論叢 : 大阪国際大学紀要, OIU journal of international studies},
 month = {Mar},
 note = {3804, The purpose of this research is to explore the priorities of third-year university students who belong to the teacher training course and have completed educational training in special activities. 
As a result of the research, it was suggested that when dealing with the contents of class activities and homeroom activities in special activities, the importance and priority differ depending on the type of school. 
In other words, especially for students who have written a learning guidance plan for elementary school, the item of ""career formation and self-actualization of each indivisual"" may not be a high priority in special activities. Regarding career formation, students may think that it is still early in elementary school due to timing issues.
 On the other hand, for students who have written a high school learning guidance plan, it is time for them to think about a future course that is realistic and how to live their own lives, so there is more awareness of the need for special activities.},
 pages = {117--126},
 title = {特別活動における現状の検討と展望 ―教員養成課程の学生の記述を通して―},
 volume = {34},
 year = {2021},
 yomi = {エビタ, ヒロユキ}
}