教育学研究ジャーナル
Online ISSN : 2424-1849
Print ISSN : 1349-5836
ISSN-L : 1349-5836
研究論文
個々の学校における持続的改革からの教師の離脱
―学校改革を引き起こす教師個人の経験に着目して―
原田 拓馬
著者情報
ジャーナル フリー

2016 年 19 巻 p. 1-9

詳細
抄録

This article clarifies the characteristics of sustained reform in individual schools by investigating two questions. First, in which ways does a teacher who initiated school reform leave the sustainable school reformation process at individual schools? Second, what kind of implications does he get from the experiences of having the partner teachers who had led the sustained reform with him leave the reform process?

Interviews with this individual indicate that the teacher left this sustained school reform process actively by always assuming the school's perspective and after being observed to be of low value and not being viewed with significance by the other teachers he built cultural collaboration with. Moreover, after the partner teachers left, he predicts and prevents the probability that the school will return to its former situation. This teacher keeps attempting to initiate school reform and is planning to build cultural collaboration with the other teachers to develop sustainable school reform. The characteristic of sustained school reform is the interaction between these two results.

著者関連情報
© 2016 中国四国教育学会
次の記事
feedback
Top