教師の自己認識から見た職能成長過程と成長促進要因 : 国立教員養成系大学卒業教員の事例をもとにして

概要

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The purpose of this paper is to clarify the variety of teacher's professional growing process and the influences to that by the teachers' self-evaluation. The analysis of their answers leads the conclusions as follows: (1) Common points in the teachers' self-evaluation are that they don't think there was a large growth in the erea of practices in school during college, they cognize that they had grown "teacher's capacities" in 3 years after they got the job. (2) Different point is that some teachers recognize that they basically stopped their growth after about 3 years and other understand that they continue their gowth even after that period. (3) In the different point, there are two types; basically maintaining type (M-type) and progressing type (P-type). (4) Analyzing 4 teachers' answers and their characteristics, their professional growth evaluation are provided mainly two sides. One of them is private side, that involves changing of home, marriage, childbirth and hobby, special ability, a view of life and world. The other is public side, that involves influence of union of teachers, relationship to school leader, administration and school district, scale of school and age group of teachers. It is necessary that each teacher should systematize self-professional growth to his own way on self-evaluation.
日本教育経営学会の論文
1988-06-01