1982 年 37 巻 p. 129-138,en240
The concept of subject sub-culture is concerned with the organization and selection of subject-knowledge for teaching purposes and the maintenance of collectively-approved subject pedagogies. Therefore, it is important to investigate the actual condition of the subject sub-cultures for studying the curriculum decisions actually made by teachers in their day-to-day work.
In this paper I intend to explore the features of such decisions on the choice of textbooks and pedagogies, focusing upon the academic perspectives of teachers. I made a survey in 7 senior high schools, interviewing the heads of such subjects as the Japanese Language, Mathematics, and English.
Four major findings are obtained. First, teachers create their subject subcultures, which is determined by the organizational goal of their school. Secondly, subject sub-cultures fundamentally functione to facilitate teachers' decisions and actions based on the academic perspective. Thirdly, their observable functions differ according to the types of subjects, i.e., between “pure” and “mixed”. Fourthly, a concentration upon the differentiations within subjects leads to amonographic study analysing teachers' life histories in terms of their subject-identities.