「withitness」を踏まえたインクルーシブな学級経営の創出（１） : 概念整理の試み

Creating Inclusive Classroom Management Based on "withitness": Attempt to Organize Concepts

若松 昭彦

若松 美沙

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 outline prior findings on classroom specifics and definitions of classroom management, and then to discuss what withitness is and how withitness is being studied abroad in order to create inclusive classroom management. Almost 20 years after the paradigm shift from the "medical/deficit model of disability" to the "social model of disability," we need to discuss inclusive classroom management that welcomes, accepts, and accommodates disabilities and differences on a practical level. Through this study, we have found that the concept of withitness has received increasing attention abroad in order to successfully manage classrooms while adapting to the particularities of the classroom. Looking at the withitness study, (1) a theoretical model of classroom management scripts is presented that shows differences in the perception of classroom problems between novice and experienced teachers, and (2) the conclusion that experienced teachers perceive and understand events almost instantaneously, without being overwhelmed by the peculiarities of the classroom, and project intuitively.

inclusive

classroom management

withitness

日本語

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