A qualitative study of the relationship between bystander student guidance and inter teacher interaction

2023 Fiscal Year Final Research Report

• Project/Area Number: 21K13581
• Research Category: Grant-in-Aid for Early-Career Scientists
• Allocation Type: Multi-year Fund
• Review Section: Basic Section 09040:Education on school subjects and primary/secondary education-related
• Research Institution: Yamaguchi University
• Principal Investigator: Harada Takuma 山口大学, 教育学部, 講師 (80825125)
• Project Period (FY): 2021-04-01 – 2024-03-31
• Keywords: 生徒指導 / 社会問題ワーカー / 家庭訪問

Outline of Final Research Achievements

In this study, the following three points were identified based on the collection of case studies and interviews with teachers. (1) How do teachers practice the technique of bystander student guidance? (2) How teachers switch between the intervention type of student guidance and the bystander student guidance? (3) What effect teacher discussions have on the bystander student guidance and what effect they have on the switch between intervention and bystander type of student guidance.

Free Research Field

教育学

Academic Significance and Societal Importance of the Research Achievements

生徒指導を行う教師を「社会問題ワーカー」として見立てた上で、研究を進める過程で特に介入的生徒指導と傍観的生徒指導の切り替えが「家庭訪問」において特徴的に実践されることに着目し、研究に取り組んだ。教師の「判断」が、子どもの心理面の理解に依拠するのみならず、病いに接続したり、組織内のアカウンタビリティに接続してなされるプロセスを描き出すことにより、生徒指導の社会学的理解を深めることが可能となったといえる。