学校基盤の教師教育者が直面する葛藤とは何か : 校内研究・研修主任を経験した2名のセルフスタディを通して

A Self-Study of the Conflicts and Tensions Faced by School-Based Teacher Educators: Case Study by Two Experienced Leaders who Handled Professional Development in Their Schools

Makabe Yudai

Shinohara Ryo

Murakami Toshie

Osaka Yu

学校教育実践学研究

Hiroshima journal of school education

[ISSN] 1341-111X

[NCID] AN10491493

The purpose of this research was to clarify the conflicts and tensions faced by teachers who are in a position to lead research and professional development within their schools, and to provide suggestions regarding the support needed for school-based teacher educators. Through the research conducted a self-study methodology focusing on two teachers who had experienced leading professional development, the following two points became clear. (1) Both teachers shared the anxiety of not being able to establish their attitudes and behaviors as teacher educators. Their anxiety stemmed from the insecure position of being a teacher and being expected to play the role of a teacher educator. (2) The two teachers shared the same sense of impatience and resentment at not being able to realize the ideal teacher education system they had envisioned, but the degree of their conflicts differed. Their narratives suggested the difficulty of designing a vision for professional development in a single year. In light of these points, this study proposed the following three suggestions: establishing research and training projects to be carried out over multiple years, promoting community and professional development for teacher educators across schools, and giving professional status to teacher educators within schools.

school-based teacher educator

conflict

tension

self-study

professional development

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