抄録
In this study, interviews were carried out with five teachers to explore the significance of the TAS model. This was done by focusing on the roles of advisors, based on the narratives of the participating teachers. The grounded text mining approach was used for analysis; the results of the C-GTA analysis carried out by the author and the results of text mining via computer were examined together. Consequently, 33 focused codes were derived from the C-GTA analysis, which were classified into the following five categories: “relationship between children and their supporters through music creation,” “relationship between teachers and advisors deepened through dialogues,” “development of teaching materials and class construction according to the actual statuses of children,” “deepening of teachers’ thoughts,” and “future tasks.” Next, during the text mining analysis via computer, the 33 focused codes derived from the C-GTA were reconsidered and summarized into 17 focused codes. Following this, auto coding was carried out. Lastly, I verified through meta-inference whether the results were free of contradictions and problems and whether the phenomena spoken were properly visualized in text. The results suggested that “benefits for children” and benefits for teachers” were supported by the “deepening of teachers’ thoughts” and that these factors influenced each other. The results also highlighted the importance of “future tasks,” such as the establishment of a “system for linking school education and experts,” like advisors and supporters, as well as the cultivation of “supporters and advisors with an educational perspective.” Thus, I was able to reveal from the narratives of the teachers both the significance of the TAS model and its possibilities. However, there are still many problems that need to be overcome in order to spread the TAS model more widely in school education settings. By providing information on its implementation, I would like to contribute to establishing a system through which to construct a new type of class, where teachers have dialogues with local experts and where these two groups understand each other
in their community.
