The Annual of research on early childhood Volume 37
2015-10-15 発行

実践研究における保育者と研究者との連携のあり方 : 実践研究をめぐる認識の相違 <第2部 地域連携>

Collaboration between kindergarten teachers and researchers in practice research : Difference in recognition of practice research <Collaboration with the local community>
Sakai, Aiichiro
Uragami, Moe
Ueyama, Rutsuko
Ito, Yu
In practice research on early childhood care and education, collaboration between practitioners and researchers has been actively implemented. However, such partnerships have not always been successful. In such cases, it is necessary to consider the possibility of a difference in the recognition of practice research between the two parties. The purpose of this study was to clarify such recognition differences between kindergarten teachers and researchers. Interviews with kindergarten teachers and researchers who collaborated in performing practice research were qualitatively analyzed. Results showed that recognition of five items of research - research themes, scope, duration, results, and application possibilities - differed between researchers and kindergarten teachers. Teachers, being more practice oriented, prefer more concrete research themes and scope, whereas researchers lean more toward abstract themes and scope. In addition, teachers give little consideration to research duration, whereas researchers focus on the need to gather and analyze the data within the determined period. Moreover, neither of the parties is fully aware of these differences. Consequently, interaction in the collaboration may come to resemble a “tug-of-war” with both partners asserting their own viewpoints.
Practice research
Difference in recognition
Structure like the tug of war
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