新人保育者の1年目から2年目への専門性向上の検討 : 幼稚園での半構造化面接から(第1部<特集論文>保育実践を振り返る)

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概要

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• This study illustrates how the expertise of childcare workers in dealing with difficult children develops from their initial experiences. In the research I, a veteran and a first-year newcomer to the profession were interviewed regarding how they deal with difficult children. The qualitative analysis revealed some essential, common themes such as "assistance", "support" and "intellection" in the interviews. The veteran exhibited the characteristic of "intellection" while the fresh teacher did not show it and reflected on her childcare differently. After one year, the new teacher's reflections on her childcare practice were examined. The research II compared the new teacher's first year with her second year. In the second year, she displayed various changes in her reflection, including more "intellection". The result suggests that experience with difficult children provides good opportunities for a teacher to reflect on childcare practice and reflection can contribute to increasing her/his expertise.

• 2009-08-30

著者

• 山川 ひとみ

  昭和女子大学大学院生活機構研究科生

• 山川 ひとみ

  昭和女子大学大学院発達心理学・臨床心理学

関連論文

• 保育者の専門性向上の検討-新設保育園に転職した保育者の語りの分析から-
• 新人保育者の1年目から2年目への専門性向上の検討 : 幼稚園での半構造化面接から(第1部保育実践を振り返る)

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