著者

金井 香里

出版者

東京大学

雑誌

東京大学大学院教育学研究科紀要 (ISSN:13421050)

巻号頁・発行日

vol.47, pp.451-460, 2008-03-10

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Based on an in-depth field research conducted in a public primary school located in the Kanagawa Prefecture, this article explores a teacher's experienced dilemmas in coping with some difficulties a "newcomer" student goes through in school/classroom. It has been pointed out in former studies that a Japanese teacher tends to take into little consideration different cultural/historical backgrounds of newcomer students in coping with difficulties they go through, which leads them to academic failure(low academic achievement, dropouts etc.). In actuality, however, the teacher does consider different cultural/historical backgrounds of "newcomer" students somehow. Although the teacher attempts to cope with the students'difficulties in consideration of their backgrounds, his/her treatment at times causes preventing them from studying in school/classroom. Through an analysis of a teacher's experienced dilemmas in her classroom practice, the author illuminates why the teacher's treatments cause preventing a "newcomer" student from studying in classroom/school while she attempts to take into much consideration the student's cultural/historical backgrounds.