著者

東京教育大学附属聾学校 [編]

出版者

東京教育大学附属聾学校

巻号頁・発行日

1975

著者

中村 幸四郎 平川 淳康 松岡 元久 太田 績 山葛 敏郎 平川 淳康 村田 好道 白井 完 兵藤 鎮馬 下河原 敏雄 吉本 英夫 安保 宏 高橋 野百合 三木 哲 廻間 仁 堀内 昇 湯山 石男 水内 金太郎 川村 克己 東京教育大学付属中学校

出版者

公益社団法人日本数学教育学会

雑誌

日本数学教育会誌. 臨時増刊, 總会特集号

巻号頁・発行日

vol.37, pp.94-105, 1955-11-05

著者

家永三郎教授東京教育大学退官記念論集刊行委員会編

出版者

三省堂

巻号頁・発行日

1979

著者

天野 正子 Amano Masako 東京教育大学大学院 Graduate School Tokyo University of Education

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.24, pp.140-157, 1969-10-10

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This article aims to grasp the process of professionalization of teaching as an occupation from two aspects: specialization and autonomization. Conclusively, teaching is regarded as an occupation still "in the process of professionalization" or "marginal" among various occupations aiming at professionalization, or as a "semi-profession," because two important features of professional occupations, highly specialized knowledge and techniques and a considerable autonmy for occupational activities of individual teachers and of teachers as a group, are still unsubstantial. If teaching is to be professionalized, it is not sufficient to provide only institutional guarantee for specialization and autonomization, but teachers themselves should also be determined to turn this institutional guarantee into a reality. This realization led me to analyze the structures of consciousness of teachers who are the most immediate professionals to assume the responsibility for realizing the specialization and autonomization of teaching, on the basis of the findings of the survey administered by myself to 374 elementary and lower secondary school teachers in K City of K Prefecture.

著者

石戸谷 哲夫 Tetsuo Ishitoya 東京教育大学

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.13, pp.67-85, 1958-10-20

著者

石戸谷 哲夫 Ishitoya Tetsuo 東京教育大学 Tokyo University of Education

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.63-77, 1973-10-15

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The data for teacher role expectations were obtained from answers to the questionnaire of 34 role items. The respondents were 685 samples of parents and 103 samples of elementary school teachers in a suburban community. The same questionnaire forms were used for the parents and the teachers so as to compaire their expectations to each role item. The parent's subset and the teacher's subset of teacher roles were statistically compaired, and the inter-subset conflicts and the inter-subset conflicts were investigated. The teachers show higher degree of consensus than the parents in terms of teacher roles. The teacher role expectations of parents are more politically conservative and more identical to the teacher-stereotypes than those of teachers. The inter-subset conflicts of teacher roles are greater than intra-subset conflicts. The main sources of intra-subset conflicts are concerned with freedom of teacher and teacher-stereotypes. Intra-subset conflicts are relatively often showed by the older respondents. Thus the greatest contlicts are found between older parents and younger teachers in the role items concerned with freedom of teacher and teacher-stereotypes.