学校の内発的改善力を支援する学校組織開発の基本モデルと方法論 : 学校組織の特性をふまえた組織開発の理論と実践

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The purpose of this articles is to report basic models and methods to support to enhance organizational ability with self-governing improvement of schools. This theory aimed to achieve to construct 1) teachers' self-governing improvement of teaching, 2) teachers' spontaneous collaboration. The Characteristics of the theory was to support progressive implementation of school change. This theory has developed constructing basic models about organizational process (ie. teachers' collaboration process) to enhance teachers' self-governing improvement of teaching, and about organizational structure to activate teachers' interaction about pupils' actual conditions and problems and teachers' practice. To achieve these aims, in this theory, three levels of collaboration in school (cognitive level, decision making level, and practice level) were designed, and main processes to bring these collaborations into reality were developed. Regarding organizational structure, in this theory, 1) core-system and 2) facilitating team were located. Core-system was to exchange and share information about teacher' cognition of pupils, intention of teaching, process and outcome of teaching practices. Facilitating team was to support and orientate operation of the core-system.