Abstract
This study investigated teacher practices at an in-hospital school and clarified the implicit meaning system of practices embedded within daily routines. A total of 223 episodes were recorded from fieldwork, consisting of participant observations, informal and formal semi-structured interviews, and document content analysis. Episodes were analyzed qualitatively according to the grounded theory approach. As a result, seven categories of teacher practices were identified and it was hypothesized that teachers not only taught academic subjects but also built formal and informal connections among the ecological systems surrounding the hospitalized children. In other words, they coordinated the support systems of the isolated and exhausted children. The concept of teachers' coordination of support has practical use, and appeared to be a core concept of teaching practices at the in-hospital school.