教師の授業認識に基づく授業経営の個業性と協業性 : 小学校における学年会の位置づけを中心に

抄録

In contemporary movements of school improvement, school management is important in thinking the quality of education. Therefore what professional growth of school teachers should be and how each of them should teach are regarded as the crucial points for enhancing the quality of education. Then, we clarified the variety of teacher's professional growing process and the influences to the process by the teachers' self-evaluation (1988). In that pepar, we suggested that the role of school management and administration is to promote teachers to deepen their self-consciousness, and to organize the occasions for teacher's professional growth based on teacher's needs. Following that study, the purpose of this paper is to clarify the relationship between individuation and cooperation on teaching management in elementary school, in the same way, by the teachers' self-evaluation, especially focused on the organization in the grade level because the two tendency-individuation and cooperation-cross at that grade level in elementary school management. The analysis of their answers comes to the conclusion as follows: (1) Each of them has their own ideal image about teaching, according to own experience, the nature of subject, etc. Therefore, there are many ideal images about teaching in public schools. And their actual images about their own teaching are various according to his or her experience, the nature of subject, and so on. But the actual image does not agree with the ideal image, especially about teaching evaluation which leads to improvement of their teaching. (2) About the matters concerned with teaching guideline, they make a dicision organically in the grade level. And on the other hand, about the concrete matters concerned with teaching, they make a dicision by themselves. (3) If the organization in grade level is managed well, they tend to make a decision about the concrete matters, organically in the grade level. But they tend to teach stiffly. It is necessary that each teacher struggle with own teaching evaluation, and with cooperative improvement of their teaching at grade level.