Teachers’ cognition towards high school students is a crucial element for teacher-student relationships. The main purpose of this study is to examine how high school teachers’ cognition is changing. Semi-structured interviews were conducted with eight high school teachers who had a turning point. The resulting narrative data analyzed using the Trajectory Equifinality Approach revealed that the changing process proceeded through not only the internal reflection of teachers but also accepting others and finally reached the change of teachers’ cognition towards students.
雑誌名
東京大学大学院教育学研究科紀要
巻
58
ページ
279 - 289
発行年
2019-03-29
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
Graduate School of Education, The University of Tokyo
転機によって教師の生徒認知はいかに変容するか : 高校の学級担任の語りによる変容過程モデルの生成
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