学校環境の違いによって教師役割はいかに異なるのか?:校区の社会経済的背景に着目しながら  [in Japanese] How is the role of teachers different by school environments ?:Focusing on the socio-economic status of the school district  [in Japanese]

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Abstract

本研究では、学校環境の一つとして教師が勤務する校区の社会経済的背景(SES)に注目し、社会経済的に困難な家庭環境の子どもが多い学校の学校環境とそこで観察される教師役割の特徴を明らかにすることを目的とする。分析では教師20名へのインタビューデータとTALISの二次データを用いて、SESの厳しい学校の学校環境と教師役割の特徴を吟味した結果、学校環境によって要請される教師役割として、「学級の荒れを統制する役割」「学習意欲の喚起とケアの役割」「保護者との関係を構築する役割」が、他方で教師たちが主体的に獲得する役割として「しんどい子を包摂する役割」「荒れに対向する協働的役割」が観察された。校区のSESによって顕在化する教師役割の内実は異なっており、教師たちは要請される教師役割に対応しつつ、他方で自ら積極的に教師役割を獲得することで、厳しい学校環境に適応しながら勤務校での働きがいを見出していた。

In this research, We explore that there is a difference in the roles depending on the school environments. as one of school environments, we focuses on the socio-economic background of the school district where the teacher works, and describe the role of the teacher in the school district with Low socio-economic status (SES) of the school.In the analysis, we analyzed the interview data of 20 public teachers(elementary school and junior high school teachers)and the questionnaire data of TALIS and examined the characteristics of school environment where the school Low SES school.As a result, we find “the role of controlling the discipline of the classroom ”, and “the role of evoking learning motivation and role of care ”, “the role of building relationships with parents ” as a teacher role requested by a distinctive school environment. On the other hand, we also find the role of “inclusive of minority students ” and “the collaborative teacher's role facing student problems ” as the roles that the teacher gained subjectively in the “ tough ” school environment. Teachers actively responded to the requested teacher role, while actively acquiring the teacher's role by themselves, so that they were finding out the workplace at the school while adapting to the strict school environment.This research, which shows differences in requested teacher role and accompanying teaching experience depending on the context / situation differences in which teachers practice, provides knowledge on basic theory of teacher science.

Journal

  • Japan Bulletin of Educators for Human Development

    Japan Bulletin of Educators for Human Development 22(1), 1-11, 2019

    Japan Association for Educators for Human Development

Codes

  • NII Article ID (NAID)
    130007676654
  • Text Lang
    JPN
  • ISSN
    1349-7391
  • Data Source
    J-STAGE 
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