この文献の参照には次のURLをご利用ください : https://doi.org/10.15027/32180
広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域 60 号
2011-12-22 発行
保育者の専門性としての感情的実践に関する研究動向
Current Studies on the Emotional Practice as the Professionalism of the Early Childhood Teacher
Abstract
We have discussed the professionalism of early childhood teachers from the viewpoints of "the teacher as technical expert" and "the teacher as reflective practitioner." The purpose of this study is to examine not the technical expert nor the reflective practitioner but the emotional practices from two viewpoints: (1) Early childhood teachers' emotional practices and their relationships with young children, (2) Early childhood teachers' emotional practices and their relationships with parents and colleagues. The results of this study show early childhood teachers manage and express various emotions through not only the education and care of young children but also in building relationships with parents and communication with colleagues. Though elementary and junior high school teachers carry out emotional practices mainly in their relationships with the children, the characteristics of early childhood teachers are toward emotional practices in their relationships not only with the young children, but also with parents and colleagues.
About This Article
著者キーワード
early childhood teachers
professionalism
emotional practices
保育者
専門性
感情的実践
Other Article
PP. 119 - 128