{"created":"2021-09-08T08:34:29.248055+00:00","id":2001068,"links":{},"metadata":{"_buckets":{"deposit":"2ad93dd6-afc9-4e7b-aadb-48af0c4ea9ef"},"_deposit":{"id":"2001068","owners":[1],"pid":{"revision_id":0,"type":"depid","value":"2001068"},"status":"published"},"_oai":{"id":"oai:repository.dl.itc.u-tokyo.ac.jp:02001068","sets":["9:504:7907:1631086303681","97:7904:7905:1631086482825"]},"author_link":[],"item_4_biblio_info_7":{"attribute_name":"書誌情報","attribute_value_mlt":[{"bibliographicIssueDates":{"bibliographicIssueDate":"2020-03-31","bibliographicIssueDateType":"Issued"},"bibliographicPageEnd":"33","bibliographicPageStart":"20","bibliographicVolumeNumber":"5","bibliographic_titles":[{"bibliographic_title":"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","bibliographic_titleLang":"ja"}]}]},"item_4_description_5":{"attribute_name":"抄録","attribute_value_mlt":[{"subitem_description":"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.","subitem_description_language":"en","subitem_description_type":"Abstract"}]},"item_4_description_6":{"attribute_name":"内容記述","attribute_value_mlt":[{"subitem_description":"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","subitem_description_language":"ja","subitem_description_type":"Other"}]},"item_4_publisher_20":{"attribute_name":"出版者","attribute_value_mlt":[{"subitem_publisher":"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","subitem_publisher_language":"ja"}]},"item_4_text_21":{"attribute_name":"出版者別名","attribute_value_mlt":[{"subitem_text_language":"en","subitem_text_value":"Center for Advanced School Education and Evidence-Based Research, Graduate School of Education, The University of Tokyo"}]},"item_4_text_4":{"attribute_name":"著者所属","attribute_value_mlt":[{"subitem_text_language":"ja","subitem_text_value":"東京大学"},{"subitem_text_language":"en","subitem_text_value":"The University of Tokyo"}]},"item_creator":{"attribute_name":"著者","attribute_type":"creator","attribute_value_mlt":[{"creatorAffiliations":[{"affiliationNames":[{"affiliationName":"東京大学","affiliationNameLang":"ja"},{"affiliationName":"The University of Tokyo","affiliationNameLang":"en"}]}],"creatorNames":[{"creatorName":"小田, 郁予","creatorNameLang":"ja"},{"creatorName":"Oda, Ikuyo","creatorNameLang":"en"}]},{"creatorAffiliations":[{"affiliationNames":[{"affiliationName":"東京大学","affiliationNameLang":"ja"},{"affiliationName":"The University of Tokyo","affiliationNameLang":"en"}]}],"creatorNames":[{"creatorName":"松村, 一太朗","creatorNameLang":"ja"},{"creatorName":"Matsumura, Ichitaro","creatorNameLang":"en"}]}]},"item_files":{"attribute_name":"ファイル情報","attribute_type":"file","attribute_value_mlt":[{"accessrole":"open_date","date":[{"dateType":"Available","dateValue":"2021-09-08"}],"displaytype":"detail","filename":"CASEER00502.pdf","filesize":[{"value":"1MB"}],"format":"application/pdf","licensetype":"license_note","mimetype":"application/pdf","url":{"objectType":"fulltext","url":"https://repository.dl.itc.u-tokyo.ac.jp/record/2001068/files/CASEER00502.pdf"},"version_id":"8d3ad6a2-5366-4cfa-b49d-4d2dbb7bdf94"}]},"item_keyword":{"attribute_name":"キーワード","attribute_value_mlt":[{"subitem_subject":"Continuing Professional Development","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"teacher culture","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"identity","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"conflict management strategies","subitem_subject_language":"en","subitem_subject_scheme":"Other"},{"subitem_subject":"qualitative research","subitem_subject_language":"en","subitem_subject_scheme":"Other"}]},"item_language":{"attribute_name":"言語","attribute_value_mlt":[{"subitem_language":"jpn"}]},"item_resource_type":{"attribute_name":"資源タイプ","attribute_value_mlt":[{"resourcetype":"departmental bulletin paper","resourceuri":"http://purl.org/coar/resource_type/c_6501"}]},"item_title":"葛藤対処様式が教師の職能開発に与える影響の両義性","item_titles":{"attribute_name":"タイトル","attribute_value_mlt":[{"subitem_title":"葛藤対処様式が教師の職能開発に与える影響の両義性","subitem_title_language":"ja"},{"subitem_title":"The Ambiguous Impact of Conflict Management Strategies on Teachers’ Professional Development ","subitem_title_language":"en"}]},"item_type_id":"4","owner":"1","path":["1631086482825","1631086303681"],"pubdate":{"attribute_name":"PubDate","attribute_value":"2021-09-08"},"publish_date":"2021-09-08","publish_status":"0","recid":"2001068","relation_version_is_last":true,"title":["葛藤対処様式が教師の職能開発に与える影響の両義性"],"weko_creator_id":"1","weko_shared_id":-1},"updated":"2022-12-19T05:34:53.681450+00:00"}