2024-03-29T08:22:36Z
https://repository.dl.itc.u-tokyo.ac.jp/oai
oai:repository.dl.itc.u-tokyo.ac.jp:00031062
2022-12-19T04:07:39Z
9:504:4297:4302
97:4295:4301
The characteristics of female teachers’ career-formation at elementary school
小学校における女性教師のキャリア形成 : 学年配置に着目して
船山, 万里子
68442
玉城, 久美子
68443
杉山, 二季
68444
黒田, 友紀
68445
浅井, 幸子
68446
望月, 一枝
68447
This paper aims to examine the characteristics of career-formation of female teachers in elementary schools. We conducted an interview survey to 12 female teachers in metropolitan areas to consider their experiences of teacher allocation every year, which works as a kind of device that forms teachers’ careers in various political and cultural school contexts. Main findings are as follows. 1) In teacher allocation, various factors are taken account; customs in their schools, teachers’ own requests, their school affairs including some troubles, and principal's decisions. 2) Statistically, female teachers are prone to be allocated to lower grades, but actually, some of them are repeatedly allocated to upper grades like male teachers. There are 2 types of career among female teachers, which go through different experiences in various aspects. 3) Female teachers who are repeatedly allocated to lower grades often request to do that for various reasons. One major reason is their responsibility for care of their families and young children. In other words, they can continue working as teachers to take lower grade because they can have time to spare. They also request for their professional development, school improvement, their own character and release from hard work. 4) Meanwhile, most of female teachers who are often allocated to upper grades don't take responsibility for care of their families. And they happened to teach in upper grades at the start of their careers and have some experiences to re-organize (solve) troubled classes. So, principals assess their successful class management and tend to allocate them to upper grade. However, work of upper grades is so tough and hard that teachers often get out of condition. We suggest that hard work and responsibility should be distributed to and shared with whole teachers.
departmental bulletin paper
東京大学大学院教育学研究科
2014-03-28
application/pdf
東京大学大学院教育学研究科紀要
53
213
224
AN10516641
13421050
https://repository.dl.itc.u-tokyo.ac.jp/record/31062/files/edu_53_20.pdf
jpn