2003 Volume 6 Issue 2 Pages 55-71
This article tries to clarify the feature of the teacher’s culture. Researcher’s interests include that what types of the teacher’s cooperation are expressed with an individual school and how we can embody the concrete educational policy. The purposes of research are to clarify whether there are some types of “the teacher’s cooperation” on a high school teacher’s culture (Research 1), and “the teacher’s cooperation” has been changing for a long term (9 years: Research 2).
The results suggest as following: Research 1: “the teacher’s cooperation”: in two directions exists. a) It is “the teacher’s cooperation” on the student guidance activities: (cooperation is not demonstrated), b) on the career guidance activities: (cooperation is demonstrated). Research 2: The results of the longitudinal reports indicate that educational activities that were emphasized on a high school have not changed in spite of the personnel changing, that is, the score order of the evaluation for 23 item has not changed (9 years). The results of this research suggest that it is necessary to assess the individual teacher’s culture to understand how and what types of teacher’s cooperation are demonstrated on each activities. On the basis of these efforts, it will be possible to embody concrete school improvements.
