2015 年 24 巻 p. 106-116
This study aims to reveal the role of the supervisor in a board of education for the development of school-based practical researches（SBPRs）．The objects were four schools and the supervisors who facilitate the SBPRs in these schools. Semi-structured interviews were conducted with the principals and teacher leaders in four schools. We collected the data about the outline of their SBPRs, the relationships with supervisors and the expectations for supervisors. In addition, we conducted the semi-structures interviews for supervisors and collected the data about the expectations and evaluations on SBPRs, approaches for the SBPRs in four schools and their attention for the relationships with four schools.
The authors analyzed the interview data using the conception of consultation, especially the idea of four steps of consultation and the role of the consultant which was mentioned in the previous studies.
The data indicates that the supervisors played ten kinds of roles: 1）making good relationship with school administrators and teacher leaders, 2）collecting the data on SBPRs through daily school visit, 3）supporting the clarification of the images on SBPRs and practices, 4）advising for improvement of the practices, 5）providing the information on practices and learning materials, 6）providing emotional support for teachers, 7）assessing the practices. In addition to these direct roles, the supervisors played the indirect roles, that is 8）intermediating for construction of the network outside the schools, 9）providing the learning opportunities and 10）providing the opportunities for confirmation and sharing the products of SBPRs. We have showed the role of the supervisor in a board of education for the development of SBP Rs and its structure.
