An examination of changes in relationships between kindergarten teachers and parents based on narratives from kindergarten teachers : Focusing on the process of overcoming difficulties with parents
This study was done for the purpose of examining changes in relations with parents of children in kindergarten, through narratives told by kindergarten teachers. The subjects of this study were 5 kindergarten teachers who had 10 years’ experience or more working at public kindergartens, whose journey from sensing difficulties in their relationships with parents to establishing a new manner of interaction with them it illustrates as a collective model using the Trajectory Equifinality Model (TEM). The following observations were extracted from an analysis of their narratives. 1) There were two observable patterns of change in dealings with parents, one being a direct form of interaction where the kindergarten teachers accepted the diversity of parents and worked with them to solve issues, and the other being an indirect form of interaction where the kindergarten teachers focused entirely on the care of the children to create an environment where parents would feel at ease. 2) They were able to clearly identify specific primary factors that influenced the changes in relationship with parents. 3.) Other than the amount of experience kindergarten teachers had, their individual efforts were also found to be a source of change in their relationships with parents. 4) Public kindergarten teachers are frequently moved to new locations. The number of years worked continuously since relocation to the kindergarten they were stationed at was found to have an influence on relations with parents. 〈226words〉
雑誌名
東京大学大学院教育学研究科紀要
巻
57
ページ
219 - 229
発行年
2018-03-29
ISSN
13421050
書誌レコードID
AN10516641
著者版フラグ
publisher
出版者
東京大学大学院教育学研究科
出版者別名
The Graduate School of Education, University of Tokyo
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保育者の語りからみる保護者との関係変化の検討 : 保護者を相手とした難しさを超えるプロセスに着目して
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