著者

清水 睦美 Mutsumi SHIMIZU 東京大学大学院 Graduate School Tokyo University

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.63, pp.137-156, 1998-10-20

被引用文献数

1

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This paper is an ethnographic study on the teaching practice of an elementary school teacher. Teacher's activities in the classroom are analyzed as strategies which are ways of achieving a variety of goals such as survival, classroom control and so on.In this pape r, I analyze strategies used to achieve teacher's pedagogical goals, which I call them "pedagogical strategies." One of these strategies is teacher's behavior, or more specifically, how the teacher situated himself in relation to the students in order to achieve his pedagogical goals. My informant's pedagogical goals are to create his ideal classroom setting and to understand his pupils. His behavior for achieving these goals in the classroom takes various forms. In my research, I identify five kinds of teacher behavior. The first kind is where the teacher acts as if he is the same as the pupils. The second kind is where the teacher leaves classroom activities up to the students. The third kind is where the teacher disciplines pupils. However this kind of behavior is prevented by a certain dilemma and is left incomplete. The fourth kind is where the teacher coordinates the interests and demands of the pupils or of the teacher and pupils. Through this behavior, the teacher leads pupils to mutual agreement on the content and enactment of classroom activities. The last kind is where the teacher guides pupils in classroom activities.Here, the teacher presents students with activities that are required by the educational institution rather than by teacher or pupil demands. These results suggest that if the teacher tends to avoid stating his demands, teacher-pupil relationship does not have to be oppositional. If we take into account the physical, mental and institutional distinctions between teacher and pupils, teacher-pupil relationship is oppositional. However, by using institutional advantage, the teacher tries to avoid an oppositional relationship between himself and pupils and to behave as if he is equal with the students.

著者

油布 佐和子 Sawako Yufu 東京大学大学院 Graduate School Tokyo University

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.40, pp.165-178, 283, 1985-09-30

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Recently, it has been pointed out that the studies about the process of schooling is very important. Especially since Pygmalion in the Classroom was published, it has been argued that teachers have much influences upon their students. However, in Japan there are few studies that refer to the relevance of teachers' perceptions to educational problems. The purpose of this paper is to investigate the formation of teachers' perceptions for the analysis of the Japanese educational problems. First of all, I reviewed some American and English studies which are concerned with teachers' perceptions and their formation. Then I examined the variables which seem to be useful when the educational problems are analyzed. I pointed out the significance of societal prejudice (social consciousness) that shapes the perceptions of students. Nevertheless we couldn't perfectly explain the formation of teachers' perceptions in Japan from the point of societal prejudice. Secondly, I investgated two educational trends that affected the teachers' perceptions: 1) the transformation of school function, 2) specializations of teacher's work. In conclusion, I can consider that teachers' perceptions based on their students' achievements are formed under these educational trends.

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.