学校改革研究における教師の経験を捉える視座

概要

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One of the characteristics of educational reform in developed countries after the 1980s is the challenge faced by schools to change education in qualitative ways, in areas such as the teachers'role, style of classroom teaching, and meaning of learning. The role of teachers has become more important in the promotion of school reform through internal changes. With these situations in mind, This paper reviewed the recent literature on school reform published in Japan and the United Sates, and it examined how teachers are positioned in school reform practices pertaining to various social contexts and how the teachers are described in the literature on school reform. Additionally, this study investigated the implications of a narrative inquiry in the study on school reform. The findings show that the narrative inquiry can describe the teachers'experience more actively through focusing on the conversion of perspective on teachers'profession, the multidimensional interpretation of the teachers'narrative, and the teachers'solidarity with partners who participate in school reform practices.
2012-03-10