「withitness」を踏まえたインクルーシブな学級経営の創出（２） : 小学校教師による教室での状況認識の実際

Creating Inclusive Classroom Management Based on "withitness": Situational awareness of elementary school teachers in their classrooms

Wakamatsu Akihiko

Kishimoto Katsuyoshi

Inoue Keiko

Yorimasa Hiroshi

Tsumori Matsumi

Yamane Fuki

Kawano Syoko

Miyashita Kumiko

Shibahara Atsuko

Sasaki Ayaka

Nakazaki Jyunna

Okunishi Ikue

Komoto Shizuka

Kunisada Yuko

Toda Tadashi

Nakawaki Arisa

Taya Mami

Asano Yuka

Watanabe Kazuki

Nakamura Naoki

Tomita Ayana

Hongo Mutsuko

Nakauchi Kenta

Suenaga Koichi

Mori Misako

Kubota Asami

Terao Kyoko

Ariyasu Yuki

Fujiwara Teruhiro

Taniguchi Yuka

Nukada Rumi

Sugiyama Takashi

Wakamatsu Misa

学校教育実践学研究

Hiroshima journal of school education

[ISSN] 1341-111X

[NCID] AN10491493

The purpose of this study was to identify the specifics of situational awareness in the classroom by elementary school teachers. In the lower grades, based on their approach to children's growth, they emphasized the accumulation of diverse experiences by each child and the sharing of diverse experiences by the whole class. In the middle grades, based on the close relationship with the children's growth, emphasis was placed on the promotion of awareness of the existence of oneself and others. In the upper grades, they emphasized awareness of the speaker and listener during presentations, awareness as a member of the class, and learning from each other. In the special-needs classes, the teachers took into consideration the characteristics of each child, created an original environment, and emphasized the further development of interests.

situational awareness

classroom

elementary school teachers

jpn

広島大学大学院人間社会科学研究科附属教育実践総合センター

Center for School Education Research and Development, Graduate School of Humanities and Social Sciences, Hiroshima University

日本学術振興会

Japan Society for the Promotion of Science

多様性を包含する学校・学級集団創出に向けた質的研究及び課題発見・解決ツールの開発

多様性を包含する学校・学級集団創出に向けた質的研究及び課題発見・解決ツールの開発

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