著者

小池 孝範 清多 英羽 奥井 現理 紺野 祐 走井 洋一

出版者

秋田県立大学総合科学教育研究センター

雑誌

秋田県立大学総合科学研究彙報 = Akita Prefectural University RECCS bulletin (ISSN:1345434X)

巻号頁・発行日

no.12, pp.1-15, 2011-03-31

著者

紺野 祐 走井 洋一 小池 孝範 清多 英羽 奥井 現理 KONNO Yu HASHIRII Yoichi KOIKE Takanori SETA Hideha OKUI Genri

出版者

秋田大学教育文化学部

雑誌

秋田大学教育文化学部研究紀要 教育科学 (ISSN:13485288)

巻号頁・発行日

vol.68, pp.75-86, 2013-03-31

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The term “Education” is widely settled in modern social life. This term has infiltrated as which everyone can use very generally, therefore the meaning or the concept of the term “Education” is not so clear. Of course, in the past pedagogical studies, the effort to investigate the definition of the term “Education” has been positively performed to some degree. But many assertions of these studies were that which might not pass an analytical examination and that were without general validity. However, things concerning the Education habe come to be shared socially and problems of it are being discussed seriously in our society. So to strengthen the basics for the plentiful theoretical communications on the Education, it is necessary for us to investigate the essence of Education by appropriately analyzing the definition of the term “Education”. So this paper aims at submitting the “explicative definition” of the term “Education”. That is, this paper tries to specify an realistically actual perspective of the term “Education”, with confirming in what meaning the term “Education” has been used in some specific communities on the history of educational thought, and therewith making the concept of the “Education” more accurate. (This paper is a second part of our study.)

著者

紺野 祐 丹藤 進

出版者

日本教師教育学会

雑誌

日本教師教育学会年報 (ISSN:13437186)

巻号頁・発行日

vol.16, pp.77-87, 2007-09-28 (Released:2020-12-22)

参考文献数

40

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Faced with a difficult situation, some teachers are overwhelmed but others can survive. What makes the difference? In an attempt to answer to this question, this paper investigates the structure and function of "teacher resilience". Resilience is the ability to adapt oneself to a difficult situation which could, in the absence of sufficient resilience, produce maladaptation. Teacher resilience in this paper refers to the development of a teacher's ability to adapt in their stressful everyday life.  This study attempts to explain teacher resilience as a phenomenon with avoiding "burnout" and maintaining "teacher efficacy" and "job satisfaction" as the outcome variables because teacher resilience may prevent teachers from becoming burnt out or help to prevent reduction of efficacy and satisfaction, despite negative experiences in their lives that can be risk factors. The present study also investigates the effects of positive events in their lives, since positive experiences help to prevent teachers from burning out and strengthen their efficacy and satisfaction.  In order to examine teacher resilience, a questionnaire survey of 386 in-service teachers was conducted. The authors developed a questionnaire based on a "Teacher Resilience Scale", a "Burnout Inventory", and a "Teacher Life Event Scale". The data was analyzed using factor analysis, analysis of variance, and covariance structure analysis.  From the results, it can be said that the phenomenon of teacher resilience reflects the relation between teacher resilience as a personal quality and daily experiences in the teacher's particular environment, and it can function to protect him/her against becoming burnt out or feelings of helplessness. Moreover the results may suggest some useful insights into stress management strategies and teacher supports.