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葛藤対処様式が教師の職能開発に与える影響の両義性
http://hdl.handle.net/2261/0002001068
http://hdl.handle.net/2261/00020010689e893d47-209a-4938-aa2d-29ff817c62e5
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
CASEER00502.pdf (1MB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||
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| 公開日 | 2021-09-08 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | 葛藤対処様式が教師の職能開発に与える影響の両義性 | |||||||||||||
| 言語 | ja | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | The Ambiguous Impact of Conflict Management Strategies on Teachers’ Professional Development | |||||||||||||
| 言語 | en | |||||||||||||
| 言語 | ||||||||||||||
| 言語 | jpn | |||||||||||||
| キーワード | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | Continuing Professional Development | |||||||||||||
| キーワード | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | teacher culture | |||||||||||||
| キーワード | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | identity | |||||||||||||
| キーワード | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | conflict management strategies | |||||||||||||
| キーワード | ||||||||||||||
| 言語 | en | |||||||||||||
| 主題Scheme | Other | |||||||||||||
| 主題 | qualitative research | |||||||||||||
| 資源タイプ | ||||||||||||||
| 資源 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||
| タイプ | departmental bulletin paper | |||||||||||||
| 著者 |
小田, 郁予
× 小田, 郁予
× 松村, 一太朗
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| 著者所属 | ||||||||||||||
| 言語 | ja | |||||||||||||
| 著者所属 | 東京大学 | |||||||||||||
| 著者所属 | ||||||||||||||
| 言語 | en | |||||||||||||
| 著者所属 | The University of Tokyo | |||||||||||||
| 抄録 | ||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||
| 内容記述 | The aim of this study is to reveal the features of teachers’ daily practices which are usually overlooked but have possibilities for improvement. This study takes conflict management strategies as one of the important elements of teachers’ professional development. Data was collected through semi-structured interviews at a public elementary school and was analyzed by using Sato’s “qualitative research method” (Sato, 2008). The analysis was used to generate five categories. / Two categories influence teachers’ decision making and their daily practices. These are “features of teaching” and “daily conflicts.” Features of teaching, such as the unpredictability of the classroom make teachers’ practices difficult and are perceived as conflict experiences which hinder teachers’ learning. To overcome these difficulties, teachers have constructed coping strategies. The elements that make up their coping strategies are “sustaining motivations,” “creating a supportive environment,” and “risk avoidance.” These correlate with each other, and function as a “corruption avoidance device,” preventing school culture from deteriorating. / Although these strategies are developed to help and protect teachers, there are some negative influences. The strategies are commonly driven by practice-oriented and relationship-oriented decision making. These features bring the self-sacrifice or reservation of teachers as they attempt to maintain a cooperative school environment. | |||||||||||||
| 言語 | en | |||||||||||||
| 内容記述 | ||||||||||||||
| 内容記述タイプ | Other | |||||||||||||
| 内容記述 | 2018年度若手研究者育成プロジェクト採択者ワーキングペーパー | |||||||||||||
| 言語 | ja | |||||||||||||
| 書誌情報 |
ja : 東京大学大学院教育学研究科附属学校教育高度化・効果検証センター 研究紀要 巻 5, p. 20-33, 発行日 2020-03-31 |
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| 出版者 | ||||||||||||||
| 出版者 | 東京大学院教育研究科附属学校教育高度化 ・効果検証センター | |||||||||||||
| 言語 | ja | |||||||||||||
| 出版者別名 | ||||||||||||||
| en | ||||||||||||||
| Center for Advanced School Education and Evidence-Based Research, Graduate School of Education, The University of Tokyo | ||||||||||||||
