Abstract
In 1994, the ‘coeducation’ of high school home economics began. The purpose of this study was
to examine how the views of high school home economics teachers on the subject and their teaching
practices have changed as a result of the institutional change, and what factors contributed to this
change, based on life history interviews with four home economics teachers in Chiba prefecture.
Teachers’ views on the subject have changed due to the decrease in the number of class hours
(historical time) and the response of students to classes due to changes in society and daily life (social
time). The demands of the times (social time) led to lessons on childcare, the elderly and community
participation through coexistence. The importance of learning was recognised and a new view of the
subject was born from the students' efforts in these classes. In addition, the encounter with diverse
students (social time) and independent learning (individual time) led to the creation of classes suited
to their students and a change in their view of teaching. The voices of teachers who have experienced
institutional change are important facilitating further discussions on the future of home economics
education.
