Dvelopment of a training program for teacher' meetings with guardians to encourage partnership between guardians and teachers.

• Project/Area Number: 23530849
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Research Field: Educational psychology
• Research Institution: Shinshu University
• Principal Investigator: KAMIMURA Etsuko 信州大学, 学術研究院教育学系, 教授 (30334874)
• Co-Investigator(Kenkyū-buntansha): ISHIKUMA Toshinori 筑波大学, 副学長 (50232278) ; NAGAMATSU Yuki 信州大学, 学術研究院教育学系, 教授 (60324216)
• Project Period (FY): 2011-04-28 – 2015-03-31
• Project Status: Completed (Fiscal Year 2014)
• Budget Amount: ¥4,420,000 (Direct Cost: ¥3,400,000、Indirect Cost: ¥1,020,000); Fiscal Year 2014: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000); Fiscal Year 2013: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000); Fiscal Year 2012: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000); Fiscal Year 2011: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
• Keywords: 保護者面談 / 連携 / 教師のニーズ / 研修プログラム / 教師の発話

Outline of Final Research Achievements

This study surveyed teachers and special-needs education coordinators to elucidate the actual state and background of statements made by teachers in meetings with guardians. In the survey of teachers, the teachers expressed resistance to revising their own handling of meetings with guardians. We identified weakness in the structure of backup support for teachers and unease among the teachers themselves as primary factors behind this resistance. The survey of special-needs education coordinators brought into relief their feeling that in-school cooperation is difficult, particularly at the stage of providing support. These findings showed that in the practice of teachers’ meetings with guardians to encourage partnership with guardians it is important not only to train teachers on how to proceed with such meetings but also to enhance the in-school support structure.