イエナプラン校における教員のキャリア形成過程の分析

―TEAを用いた多様な到達径路の可視化―

抄録

This study examines how teachers in Japanese Jena Plan schools develop the capacity to promote inclusive education. Using the Trajectory Equifinality Approach (TEA), semi-structured interviews were conducted with three experienced teachers, and their narratives were reconstructed into Time-Expanded Mapping (TEM) diagrams.The findings reveal that although teachers initially struggled with the high degree of pedagogical freedom, this sense of confusion became a critical turning point that fostered collaborative dialogue and the development of a shared pedagogical language. Building on this common foundation, teachers subsequently followed distinct developmental trajectories, focusing respectively on framework reconstruction, relationships with children, or reflective thinking. These results suggest that pedagogical freedom functions as a paradoxical catalyst for professional growth. This study provides the first systematic account of teacher career formation in Japanese Jena Plan schools and highlights the diversity of developmental pathways that support inclusive education.