教室における教師の「振る舞い方」の諸相-一教師の教育実践のエスノグラフィー-

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概要

• 論文の詳細を見る

• This paper is an ethnographic study on the teaching practice of an elementary school teacher. Teacher's activities in the classroom are analyzed as strategies which are ways of achieving a variety of goals such as survival, classroom control and so on.In this pape r, I analyze strategies used to achieve teacher's pedagogical goals, which I call them "pedagogical strategies." One of these strategies is teacher's behavior, or more specifically, how the teacher situated himself in relation to the students in order to achieve his pedagogical goals. My informant's pedagogical goals are to create his ideal classroom setting and to understand his pupils. His behavior for achieving these goals in the classroom takes various forms. In my research, I identify five kinds of teacher behavior. The first kind is where the teacher acts as if he is the same as the pupils. The second kind is where the teacher leaves classroom activities up to the students. The third kind is where the teacher disciplines pupils. However this kind of behavior is prevented by a certain dilemma and is left incomplete. The fourth kind is where the teacher coordinates the interests and demands of the pupils or of the teacher and pupils. Through this behavior, the teacher leads pupils to mutual agreement on the content and enactment of classroom activities. The last kind is where the teacher guides pupils in classroom activities.Here, the teacher presents students with activities that are required by the educational institution rather than by teacher or pupil demands. These results suggest that if the teacher tends to avoid stating his demands, teacher-pupil relationship does not have to be oppositional. If we take into account the physical, mental and institutional distinctions between teacher and pupils, teacher-pupil relationship is oppositional. However, by using institutional advantage, the teacher tries to avoid an oppositional relationship between himself and pupils and to behave as if he is equal with the students.

• 日本教育社会学会の論文
• 1998-10-20

著者

• 清水 睦美

  東京大学大学院

関連論文

• インドシナ系ニューカマーの家族関係と学校「適応」(研究発表IV IV-4部会 異文化と教育(3))
• 見えない外国人 : ニューカマーと学校文化
• [生きる力]はいかに伝えられたか : 学習指導要領の定着過程に関する社会学的研究(学校(2))
• インドシナ系ニューカマーの教育戦略(III-8部会 異文化と教育(1))
• 教室における教師の意識的な「振る舞い方」の諸相 : 一教師の教育実践のエスノグラフィ
• 教室における教師の「振る舞い方」の諸相-一教師の教育実践のエスノグラフィー-

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