Educidation of support methods for colleagues to concerned teachers about their relationship with children related to life environment studies and comprehensive learning time

2019 Fiscal Year Final Research Report

• Project/Area Number: 19K20977
• Project/Area Number (Other): 18H05785 (2018)
• Research Category: Grant-in-Aid for Research Activity Start-up
• Allocation Type: Multi-year Fund (2019); Single-year Grants (2018)
• Review Section: :Education and related fields
• Research Institution: Shinshu University
• Principal Investigator: MIYAJIMA ARATA 信州大学, 学術研究院教育学系, 准教授 (00824971)
• Project Period (FY): 2018-08-24 – 2020-03-31
• Keywords: 教師教育 / 悩める教師 / 生活科・総合的な学習の時間 / 実務家教員 / 同僚性 / 三層のマップ

Outline of Final Research Achievements

This study focuses on life environment studies and comprehensive learning time to "know what kind of support colleagues need for the 'concerned teachers' to grow and gain self-confidence." The results of the study are described in three points as below. (1) A teacher's rigid perspective is a significant factor for the teachers concerned about their involvement with children. (2) It was recognized that the teacher restructures lesson plans according to the need of the children, and this flexibility helps in maintaining a good relationship between the teacher and children. (3) The teacher's "concerns" can be objectively defined so that the teacher themselves can accept the "concerns" and utilize the "three-layer map" as a thinking tool; this tool was found as possible effective support from colleagues.

Free Research Field

教育学

Academic Significance and Societal Importance of the Research Achievements

本研究の成果として，悩める教師の「悩み」は，硬直した授業観や子供観が要因であることが見えてきた。また，その授業観や子供観は，同僚による協働的な省察によって，新たな意味を持ったり，柔軟になったりもする。このことは，教育実践現場についての研究が，「その教師」の「観」と密接であるということであり，今後の同研究分野への一つの視点となり得るものであるととらえた。また，本研究では，教師が自らの授業観や子供観を柔軟にしていく思考ツールとして，「三層のマップ」（宮島2019）の活用に可能性を見出した。このことは，教育理論と実践を往還させる一助となり，具体的な方法として実践現場に取り入れていくことも期待される。