教師支援における「臨床的な教育社会学」の有効性(<特集>教育臨床の社会学)  [in Japanese] Effectiveness of the Clinical Sociology of Education in Teacher Support(<Special Issue>Clinical Educational Sociology)  [in Japanese]

In recent years, the work and responsibilities of teachers have grown larger. However, support systems for teachers are not necessarily adequate at present. This makes the burden on teachers all the heavier. In this paper, an examination is made of the type of support that the sociology of education can offer to teachers, from a clinical viewpoint. In the new sociology of education, the classroom is the object of research, and the agent and his actions are the objects of observation. However, in the end, this stance alienates the sociology of education from schools, teachers, and students. The sociology of education has become a stranger to schools, teachers, and students. However, this "stranger" relationship is dissolving by a paradigm shift through "clinical knowledge, " and the possibility of support through a new relationship is being generated. This indicates a shift from subject of observation to subject of participation. Currently, the core problems facing teachers involve school building and reforming. All the problems confronting teachers must be grasped as a continuation of these tasks. When the sociology of education structures support for teachers from its own inherent perspective, subjective participation in school planning is one model. Every aspect of school planning, such as evaluation, school councilors, and organizational reform, can be an occasion for collaboration between teachers and the sociology of education, and teachers can receive support through this collaboration.