小学校における初任家庭科教員が直面する困難克服プロセスの検討

　本研究は，小学校における初任家庭科教員が直面する困難状況，およびその克服プロセスを把握することを目的とする。方法は，2014 年度にH 市の公立小学校へ新規採用された家庭科専科教員3 名を対象にインタビュー調査等を実施し，その語りをもとにTEM（Trajectory Equifinality Model）を用いて分析した。 　赴任直後の対象教員3 名は，家庭科専科教員として授業を行うことに不安を抱いていたが，最終的には周りの教員などからの支援を得て「今年度学んだことを生かし，次年度も家庭科専科教員をやりたい」という意欲を持つに至った。その間に，A 教員は主として実習授業，B 教員は主として子どもへの対応方法に困難を抱き，C 教員は実習授業，講義形式の授業の在り方，子どもとの関係づくりなど多様な困難状況を抱えて いた。このように，3 名の初任期の家庭科専科教員が抱える困難状況は家庭科観，職場環境などによって異なっていたが，それらの困難を克服する課題として，家庭科に関して相談できる支援体制の構築，子どもの生活実態などを把握しやすいシステムの構築，研修参加を促す体制づくりの3 点が提起された。

The purposes of this paper is to ascertain the difficulties faced by novice home economics teachers in elementary schools and the process for overcoming those difficulties. Our methodology uses the Trajectory Equifinality Model (TEM) to analyze interviews conducted with three newly hired home economics teachers at a public elementary school in H City in school year 2014. When they first assumed their posts, the three teachers had not been uncomfortable teaching classes in home economics, but after gaining the support of other teachers, they reached the point where they were eager to teach home economics classes the following year based on what they learned during their first year. The teachers experienced various challenges during that time. Teacher A had problems mainly with practice classes; Teacher B had problems mainly with how to deal with the students; and Teacher C had problems with practice classes, lecture-type classes, and developing relationships with the students. Although the difficulties experienced by the three novice home economics teachers differed depending on their attitude toward home economics and conditions in the workplace, ways to overcome these difficulties consisted of the following three points: the building of a support system for discussions about home economics; the building of a system to facilitate a better understanding of students’s actual lives; and the creation of a system that encourage participation in training.