2024 Fiscal Year Final Research Report
Fact-finding Survey of Practical Cases Utilizing Teachers with Specialties other than Education from the Perspective of "School as a Team"
| Project/Area Number |
21K02549
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 09040:Education on school subjects and primary/secondary education-related
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| Research Institution | Hyogo University of Teacher Education |
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Principal Investigator |
Jinnai Akira 兵庫教育大学, 学校教育研究科, 教授 (90880302)
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| Project Period (FY) |
2021-04-01 – 2025-03-31
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| Keywords | 社会人経験 / スクールロイヤー / スクールカウンセラー / 養護教諭 / 民間人校長 / 特別免許状 / スクールリソースオフィサー / チーム学校 |
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| Outline of Final Research Achievements |
This study aims to gain useful insights into realizing schools where diverse specialties can collaborate, as advocated by the concepts of “Schools as a Team” and "Reiwa-era Japanese-style School Education”. Today's schools are seeing an increasing variety of needs that require leveraging expertise beyond traditional education. This often leads to entrusting such specialized roles to external personnel, such as part-time staff. However, there are also policies that propose using internal school personnel, specifically teachers and full-time staff who possess such expertise, to handle specialized tasks. This study focused on teachers with prior non-teaching work experience, teachers holding national certifications, and full-time school lawyers and school counselors. And this study is investigated and analyzed case studies where such specialized personnel were utilized and examined their impact on school educational activities and teacher culture.
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| Free Research Field |
学校経営論
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| Academic Significance and Societal Importance of the Research Achievements |
本研究の学術的意義は、教育以外の専門性を教師以外の外部人材に担わせることで、専門性の「外部化」が推進されてきた最近の教育政策の動向と異なり、専門性を持った教師を活用することで、専門性の「内部化」することの意義と効果について着目した点にある。中央教育審議会答申では、心理・福祉・ICT等の専門性を持った教員の育成が提唱されており、非常勤形態が多いスクールカウンセラー等に関しても、近年は常勤化が強く提唱されている等、専門性の内部化が注目されている。本研究はそのような専門性の内部化が学校組織・教員文化・子どもの教育に与える影響を多面的に検証し、政策の推進に必要となる知見を得る社会的意義を有する。
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