高校教員にとって異動という経験がもつ意味 : 自己を研究対象にするセルフスタディを用いた探索的研究

Making Meaning of Appointed School-Transfer-Experiences for High-School Teachers: An Explorative Inquiry Through Self-Study

Okamura Miyuki

Iwaizako Naoko

Maemoto Kotaro

Yamamoto Kayoko

Kawahara Kosuke

学校教育実践学研究

Hiroshima journal of school education

[ISSN] 1341-111X

[NCID] AN10491493

In Japan, school teachers are deployed to schools by the local government, so their work place must be changed every several years. This appointed school-transfer-experience should affect school teachers in various aspects of their work life, but a few researches have conducted. This study inquires how high-school teachers assess their own experiences. We shared our individual episodes through group interviews and analyzed the transcript qualitatively by using GTA (Saiki-craighill 2006). Then, we re-interpreted our own experiences in a form of story. Findings showed that high school teachers shared peculiar and implicit sense, i.e. the age equals to years of teaching career which shows their professional ability. We discussed the implicit sense functioned as a “screening test” for the newly appointed teacher, and this test varied according to human relationship within the school. Suggestions are provided for future teachers as well as teacher educators to make school climate collaborative: 1) newly coming teachers mind one’s words and behavior, 2) school teachers treat newly coming teachers as colleagues with caring mind, and 3) the school be equipped a mechanism to capture voiceless opinions, turning school staff ’s efforts to make their work place open to a divergent view.

self-study

high-school teacher

appointed school-transfer-experience

school climate

teacher professional relationship

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

[ISSN] 1341-111X

[NCID] AN10491493