Collaboration of Different Teaching Roles for Student Support

How Do Teachers with Varying Perspectives and Experiences Collaborate to Support Students

Abstract

　　 This study identifies the characteristics of teacher collaboration regarding a child who frequently visits the infirmary. Through ethnographic observation and qualitative data analysis, it emphasizes how teachers holding different positions and with varied experiences can collaborate to address student-related challenges. The study subjects include a fourth-grade elementary school student who particularly dislikes arithmetic, a classroom teacher, a child development supervisor, a special-needs classroom teacher, and a school nurse. The common goal of student support, i.e., “creating a safe place for the student,” was pursued in different ways depending on each staff member’s perspective of what constitutes a “safe place.” For the classroom teacher, “safe place” meant where the student could study with classmates in a comfortable environment and comprehend the subject matter. Thus, the support focused on learning assistance. For the special-needs teacher, “safe place” meant where the student could freely express her thoughts and ask questions without hesitation. The focus was on listening to and accepting the student. The supervisor’s idea of a “safe place” was where strong relationships among teachers, parents, and students could be fostered. Therefore, the emphasis was on showing respect for the classroom teacher’s techniques. While collaborating, it became apparent that the distinct goals and diverse perspectives of the staff members posed a challenge. Although these concerns were not addressed or resolved, the staff members’ anxiety surrounding the issue gradually subsided as the student started showing improvement. This was because their different perceptions were not perceived as an obstacle or a hindrance to their own work. Rather, these were resources for understanding others and developing their own practice. The vague goals allowed for practices based on individual perception, which encouraged teachers to draw on their individual perspectives and experiences to shape their philosophies.