2023 Fiscal Year Final Research Report

Development of a Classroom Management Narrative Analysis Method Using a Clinical Educational Sociology Approach

Research Project

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Project/Area Number	19K21776
Research Category	Grant-in-Aid for Challenging Research (Exploratory)
Allocation Type	Multi-year Fund
Review Section	Medium-sized Section 9:Education and related fields
Research Institution	Ehime University
Principal Investigator	Shiramatsu Satoshi 愛媛大学, 教育学研究科, 教授 (10299331)
Co-Investigator(Kenkyū-buntansha)	長谷川祐介大分大学, 教育学部, 教授 (30469324)
Project Period (FY)	2019-06-28 – 2024-03-31
Keywords	学級経営 / ナラティヴ / 質的調査 / リアリティ / 臨床的教育社会学
Outline of Final Research Achievements	The purpose of this study was to develop a classroom management narrative analysis method and a survey was conducted targeting elementary schools. Three main points were clarified. First, the process of constructing the culture and norms of the classroom as reality by verbalizing events and narratives related to classroom management was elucidated. Second, the risks of "anxiety" and "uncertainty" inherent in the narrative practices of classroom management, which are based on the staff room, were revealed. Third, the educational potential of describing classroom management narrative practices was highlighted. Additionally, a consciousness survey targeting university students revealed that those more adaptable to teacher training tended to accept a child-management type of classroom management narrative. The study also examined the issues of teacher training at universities and in school settings.
Free Research Field	教育社会学
Academic Significance and Societal Importance of the Research Achievements	本研究では、学級経営について多様な言説が分け持たれている現状において、どのような言説を教員志望学生や教員が採用し、どのようなモデルストーリーや実践を構成しているか、を探究する方法を開発した。学級経営に関する臨床的教育社会学アプローチの研究は少なく、この調査方法を用いて、ナラティヴを探究する質的調査の学術的意義を明らかにした。また学級経営に困難や不安を抱える教員は少なくなく、この問題は教員個人の資質能力に起因するのではなく、多様な言説の混在する職員室によって構造的に構成される問題の可能性を示した。この知見をもとに、教員研修の学級経営講座やワークショップを通じて、研究成果の社会的な還元を行った。