幼児期の運動遊びにおける保育者の専門性向上に向けた質的研究

―Teacher development理論に基づいた分析―

抄録

  The purpose of this study was to describe and explain preschool teacher’s needs to improve their professionality regarding physical-motor-play with preschool children (3 to 5 years old). This study used a descriptive-qualitative research method, using in-depth interviews framed by theory of teacher development (Katz,1972). The participants were six preschool teachers with experience in physical-motor-play instruction as classroom teachers. Data sources were semi-structured interviews, and constant comparative analysis was used to analyze the interview data. Three themes emerged from the data: (1) challenges in physical-motor-play instruction of preschool teachers in the survival stage, (2) instructional adjustments based on children's needs of preschool teachers in the consolidation stage, and (3) the necessity of teacher training from professionals for preschool teachers in the renewal stage. To enhance preschool teachers’ professionality regarding physical-motor-play instruction, it is necessary to enrich the teacher training system that enables preschool teachers to connect with experts (veteran teachers, principals, professors, researchers) in order to experience problem-solving learning at the time when they need support.