著者

木村 拓也 Takuya KIMURA 京都大学経済研究所 Institute of Economic Research Kyoto University

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.80, pp.165-186, 2007-05-31

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The purpose of this paper is to reexamine the use of "Comprehensive and Multi-dimensional Evaluation" as the basis for University Entrance Examinations. Though the phrase "Comprehensive and Multi-dimensional Evaluation" itself was first articulated in the 1997 report of the Central Council for Education (Chuou Kyoiku Shingikai), the concept itself came into existence immediately after the postwar period. In fact, "comprehensive evaluation" was merely an excuse for avoiding having to add the score of Japanese Scholastic Aptitude Test (Shingaku Tekisei Kensa, used from 1947 to 1954) into the total score of the University Entrance Examination. Moreover, the term "multi-dimensional evaluation" appeared in the outline of the University Entrance Examination (Daigaku Nyugakusha Senbatsu Jisshi Youkou), as it is proposed in the first report of the National Council on Educational Reform (Rinji Kyoiku Shingikai) in 1985. In fact, the report of the Central Council for Education (Chuo Kyoiku Shingikai) in 1971 stated that "Comprehensive and Multi-dimensional Evaluation" was scientifically valid as a basis for University Entrance Examinations. The report is famous as the only report based on evidence, and is generally known as the "1971 Report" (Yonroku Toushin). In the interim report, the Central Council for Education stated that follow-up surveys by the National Institute for Education and the Educational Test Research Institute (Nouryoku Kaihatu Kenkyujyo) had proven that a "Comprehensive and Multi-dimensional Evaluation" could be a valid selection method for predicting a good Grade Point Average after entrance to university. However, the two surveys cited contained simple statistical errors. The first, survey by the National Institute for Education, failed to control for the "Selection Effect." A "Selection Effect" is a "restriction in range problem," caused by cutting off the distribution at the passing grade. As a result, there is a tendency to misunderstand the fact that, in actuality, academic achievement tests on University Entrance Examinations have little relationship with Grade Point Average after entering university. To tell the truth, this problem had been pointed out as early as 1924 by Japanese psychologists who were interested in Entrance Examinations. In the second survey, by the Educational Test Research Institute, the inevitable nature of multiple correlation coefficients was ignored. As the number of independent variable increases one by one, the multiple correlation coefficient necessarily reaches the maximum of 1. In this paper, the follow-up research data from the Educational Test Research Institute is recalculated using a multiple correlation coefficient adjusted for the degrees of freedom. The conclusion is different from that reached by the Central Council for Education. This demonstrates that there is absolutely no scientific ground for the use of "Comprehensive and Multi-dimensional Evaluation." In other words, it is not necessarily correct that putting a lot of effort into University Entrance Examinations and using anything more than academic achievement tests as reference for University Entrance Examination will lead to more students gaining good grades after entering university. If this mismeasure of academic achievement is not properly recognized, the number of university students who cannot achieve even low basic competence level will surely increase.

著者

住岡 英毅 Hideki SUMIOKA 大阪青山大学 Osaka Aoyama College

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.80, pp.127-141, 2007-05-31

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Today, regional disparities in education can be seen from the following six aspects. (1) Disparities between areas (disparities between cities or towns) (2) Disparity inside areas (disparities between elementary school areas) (3) Visible disparities (4) Invisible disparities (5) Disparities in school education (6) Disparities in social education Among these disparities, this paper focuses on disparities inside areas, invisible disparities, and disparities in social education. The reason is that these are the new disparities found in mergers between municipalities (a contemporary phenomenon in Japan), movements of population and the decentralization of power. In other words, under the decentralization of power, communities are called on to be economically and educationally independent from the central government, and these new disparities are related to the educational power of communities and to the power of social education connected to them. They are also related to the urgent educational issues that must be tackled together by educational officials, people involved in schools and social education, and local residents under the decentralization of power. The two principal directions for this task are as follows. (1) Cooperation between schools and communities by strengthening support from educational administration to schools and communities, and strengthening cooperation involving both school education and social education. (2) Improving the specialization of education in a broad sense. In other words, improving technical cooperation with specialists such as teachers, leaders of social education, medical personnel and welfare personnel. These points will be crucial determinants of the success or failure of education under the decentralization of power. In addition, the author uses data on administration in cities and towns in Shiga prefecture, which are familiar to him. Nevertheless, the manuscript consists of some guesses without actual evidence in some points; therefore it has in some sense the character of the presentation of a hypothesis.

著者

小林 雅之 Masayuki KOBAYASHI 東京大学 Center for Research and Development of Higher Education The University of Tokyo

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.80, pp.101-125, 2007-05-31

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In Japan, like in most countries, the equality of educational opportunities is a crucial issue both in academics and in governmental policy. However, the policy of equality of educational opportunities in Japanese higher education has been weakening. The first aim of this paper is to investigate the background of the policy and to clarify the reasons for its loss of importance. With this aim, the author gives an overview of policy and research works on the equality of higher education opportunities in Japan, in comparison with those overseas. The aim of higher educational policy and planning in post world-war II Japan was to rectify disparities in higher education opportunities between regions and social classes by increasing the supply of institutions providing higher education. However, the policy turned drastically from enlargement to suppression in 1975. The establishment of new universities and departments in the metropolitan area were strictly restricted by the Ministry of Education. This policy aimed to reduce regional inequalities in higher educational opportunities, and was largely successful in doing so. However, the policy concentrated on the regional inequalities, leading to a loss of concern on inequalities among social classes, with the exception of student financial aid programs. Secondly, the results of the Student Life Survey by the Ministry of Education (from 2004 by the Japan Student Service Organization) are often used to demonstrate the equality of higher educational opportunities in Japan. On the contrary, however, some researchers argue that the inequality of higher educational opportunity has been increasing or at least not decreasing, using other survey data. This paper examines the equality of higher educational opportunities using new survey data from 2005. The data show large inequalities in university education opportunities, particularly in private universities. In particular, the participation rate is very low among low-income, low-achievement, female high school graduates. This shows that there are still problems of inequality. Thirdly, this survey shows the existence of debt aversion among parents in the lowest income class and in families with mothers having the lowest education levels. It seems likely that debt aversion leads to serious problems because of the inadequacy of student aid programs, coupled with high tuition fees in Japan. The student financial aid programs of The Japan Student Service Organization, the largest public student program in Japan, gives loans, but not grants, to undergraduates. Some parents and students from lower income tiers may decide not to apply to university to avoid a debt burden. This result implies the need for grants to maintain the accessibility of higher education in the future.

著者

堀 有喜衣 Yukie HORI 労働政策研究・研修機構 The Japan Institute for Labour Policy and Training

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.80, pp.85-99, 2007-05-31

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The purpose of this paper is to examine the formation of "disparities" in the transition from school to work, and to discuss ideal methods for support. In the early 21st century, young people were able to become full-time workers even if they had become part-time workers after leaving school. In other words, Japanese society compensated for the initial "disparity" in the transition from school to work. However, the following two points were clarified in February 2006, according to a survey carried out on 2,000 young people in Tokyo. First, in the period from 2001 to 2006, the selection of full time worker was nearly completed at the point when young people left school. Second, academic background is growing and social background is weakening as factors for the selection of full-time workers. To put a brake on the expansion of "disparities," it is necessary to secure higher education as a right, and create laws to provide equal conditions to irregular workers, and to provide support for the transition from "Freeter" (job-hopping part-time workers) to full time worker.

著者

天童 睦子 Mutsuko TENDO 名城大学 Meijo University

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.80, pp.61-83, 2007-05-31

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This paper examines inter/intra family differences and child-care support policies in Japan from child-rearing strategies and a gender perspective. For the theoretical consideration of mechanisms of reproduction of family differences, this paper proposes a Child-rearing Code and Gender Code based on B. Bernstein's theory of cultural transmission. The Child-rearing Code system reveals not only inter family differences based on parental economic background, but also intra family differences based on the sexual division of labor in the family. This paper traces Family Support Policies after World War II, and examines how these policies were gendered and privatized. Especially since the 1990s, various Child-care Support Policies have been introduced in Japan not just to support family childcare, but to raise the birth rate, and these policies sometimes functioned to reinforce a Gender Regime. The latter part of the paper focuses on voices of parents, based on an extensive empirical investigation which was conducted in Tokyo from 2000 to 2006. The study describes the isolation of mothers with children in a gendered division of labor situation, the emotional capital in mother-child interactions, and the dilemmas of working mothers who have to divide their time between paid work and time spent with their children. It also explores the difficulties faced by fathers who want to, but cannot, care for their children, because of long working hours and business-centered social values. This paper also explains the economic difficulties faced by single mothers due to the lack of social security and wage disadvantages in the labor market in Japan. Based on these theoretical and empirical considerations, this paper concludes that the symbolic realization of inter/intra family differences are generated by a gender code which operates with an invisible gender hierarchy.

著者

飯田 浩之 Hiroyuki IIDA 筑波大学 The University of Tsukuba

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.80, pp.41-60, 2007-05-31

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In Japan, disparities in high schools showed an increasing tendency until the end of the 1970s. Since that time, attempts have been made to analyze and reduce these disparities, both in the field of sociology of education and educational reforms. This paper aims to re-examine the challenges in both fields and to elucidate their positive outcomes and limitations, and in addition, to point out a new perspective for future challenges in this area. Academically, the study of disparities began with the application of the concept of "tracking." At the beginning, many types of evils caused by disparities were problematized, and the concept of "tracking" was adopted to document the situation. The concept of "tracking" was compatible with functionalism, which was the main theoretical stream in the sociology of education at that time. The concept of "tracking" was originally used in studies of high schools in the United States to reveal the fact that there were invisible mechanisms for the selection of students in open curriculum systems. However, in Japan, the concept was used to report the fact that there were great differences in the inner processes of schools and subjective aspects of students based on school disparities. In other words, the concept was used to point out the effects of the disparities. As a result, the study of disparities has been developed as the study of "tracking effects." It can be said that studies of the tracking effect could have contributed to investigations of the inner processes of schools and subjective aspects of students. But instead, they took a macro perspective from the studies of school disparities. As a result, disparities were not examined in relation to social structures. Politically, there are two ways to reduce disparities in schools. One is to control the level of achievement of new students in order to prevent the emergence of differences among schools (input control). The other is to control educational activities in the schools to ensure that tracking effects do not take place in each school (through-put control). Since the late 1970s, input controls have been carried out through reforms of the entrance examination system of high schools and improvements of the guidance system of junior high schools. However, these controls were too indirect to reduce school disparities. In other words, whether they could reduce the disparities or not depended on their ability to change students' standards for school choice, which were indeed subjective. Through-put controls have been carried out as reforms of high schools. High school reforms after the 1980s were generally seen as an attempt to weaken classifications and frames of education. Logically, it seemed that these efforts led to a limitation of tracking effects in each school and to a reduction in school disparities as a whole. However, these attempts were not effective as they lacked a grand design and were done separately for each school. Challenges to the school disparities in both fields mentioned above seems to be homologous. They share the fact that they look at the disparities from a narrow perspective, only in relation to inner processes of each school or the subjective aspect of students. School disparities are social disparities. For example, they involve class differences among the enrolled students, and are related to regional differences. Consequently, in order to reduce school disparities, it is necessary to see them in their social context. The conclusion of this paper, by introducing recent challenges to school disparities, proposes this new perspective.

著者

広田 照幸 Teruyuki HIROTA 日本大学 Nihon University

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.80, pp.7-22, 2007-05-31

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Recently, there has been a great deal of talk about widening social disparities in Japan. A number of books have been published declaring that Japan is now on the threshold of being transformed into a "society of disparities."This paper discusses some of the methodological difficulties that must be taken into account when considering widening disparities between the haves and have-nots, seen from the standpoint of the sociological study of education. Firstly, the recently published works, with their declaration that social disparities are widening, are making an assertion about an uncertain future. The same point can be made about studies that examine the actual state of the social disparities on the basis of empirical data. This means, in other words, that any discussion of the effects of various current phenomena characterizing education on future social disparities always contain an element of uncertainty. Secondly, the extent to which social disparities are likely to grow in the future will be significantly affected by our current and future political choices. In determining, for example, the extent to which the ongoing process of globalization will transform economic and educational systems, it is utterly useless to make guesses based on simple forecasts. Rather, considering the combined effects of people's political choices and the social influence of experts at present and in the future, it is extremely difficult to predict the direction of change. Considering the foregoing factors, it is far from easy to carry out studies on how to reform the existing educational system and help alleviate the problems of inequalities that now beset the system, in ways that are acceptable to everybody. This paper calls attention to two crucial points. First, researchers studying the relationship between social inequality and education cannot remain indifferent to the question of political choices or choices among competing values. In other words, they must endeavor to analyze the issues of inequalities in education and formulate, on the basis of their analyses, concrete political visions or political programs. Another important point is that once the social disparities and their extent have been identified through academic investigations, it is necessary to call upon citizens, who have the competence to make political decisions, to decide whether they find the gaps acceptable or not. In order to make this possible, it is essential for school education to perform the function of helping children to develop the ability to make political decisions. And the question of what should be done to reinforce this function of school education needs to be studied in a sincere manner.

著者

吉田 美穂 Miho YOSHIDA 神奈川県立田奈高等学校 Kanagawa Prefectural Tana Senior High School

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.77, pp.47-67, 2005-11-15

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The purpose of this study is to clarify the internal structure and dynamism of teachers' culture and its interactions with the outside world, by analyzing a survey of teachers' attitudes towards teaching evaluations by students, carried out for all public high school teachers in Kochi Prefecture in 2004. Previous studies in the field of educational sociology have pointed out the following properties of teachers as a group, which demonstrate an introverted and pro-status quo nature : exclusiveness, conservatism, nonintervention, and the prioritization of harmony with colleagues. On the other hand, some recent studies in the field of educational administration argue that collaboration between teachers can contribute to the improvement of schools. However these various properties are only described independently, and there has not been sufficient clarification of the relations among them within the reality of teachers as a group. For example, what is the relationship between collaboration and placing priority on harmony? Recent policies for educational reform have aimed at changing the conservative culture of teachers. Unless we have an adequate understanding of the internal structure and dynamism of teachers' culture, however, we cannot decide which strategy is better. There is a need to clarify its internal structure and dynamism. To elucidate the problem mentioned above, firstly, this paper presents the results of an attitude survey conducted by questionnaire targeting all teachers in public high schools in Kochi prefecture. The reason I chose Kochi is that it is one of Japan's most advanced prefectures in the area of teaching evaluations by students, which have been introduced during the past several years in Japan. Secondly, from these surveys, I extract six factors of school organizational culture by factors analysis, and search for causal relationships between these factors and teachers' attitudes towards teaching evaluation by multivariate analysis. Thirdly, based on these findings, I discuss the internal structure of teachers' culture. The paper reaches the following conclusions : (1) The organizational culture of a school has a greater effect on each teacher's awareness or attitudes toward educational reforms than their individual attributes. (2) Collaboration by teachers' groups needs to be divided into two properties : democratic collaboration and collaboration for improvement. (3) Democratic collaboration is the basis for collaboration for improvement, which make it possible for teachers to transform themselves; on the other hand, there is some possibility of it leading to exclusiveness, conservatism and nonintervention. (4) In order to foster collaboration for improvement on the basis of democratic collaboration, there is a need to escape from nonintervention through the building of friendly relationships and promotion of the redundancy of information, and to avoid conservatism and exclusiveness by the achievement of open management with adequate communications between administrators and ordinary teachers. (5) The properties of teachers as a group that have been mentioned in the past, such as exclusiveness, conservatism and nonintervention, should be understood within a variety of dimensions, based on the factors of organizational culture mentioned above, and on this basis, different appropriate strategies should be devised for solutions.

著者

久保田 真功 Makoto KUBOTA 広島大学大学院 Graduate School Hiroshima University

出版者

東洋館出版社

雑誌

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

巻号頁・発行日

vol.74, pp.249-268, 2004-05-20

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This paper examines whether the coping behaviors of bullied children can provide effective alternatives to bullying. In addition, the coping behaviors of bullied children are considered to be attempts to modify the stigmatic labels given by gangs of bullies. The subjects are 625 pupils in 4th, 5th, and 6th grade. The findings are as follows : (1) The majority of bullied children take actions to cope with bullying in some way, such as consulting with others or trying to solve things themselves. This result suggests that bullied children are not simply nonresistant and passive existence to bullying. (2) There is a close relationship between the coping behaviors of bullied children and the reasons why the bullying ends. This result suggests that the coping behaviors of bullied children can become an opportunity for putting an end to bullying. (3) The number of supporters of bullying and the kinds of bullying affect the duration of bullying, but the coping behaviors of bullied children do not affect the period of bullying. The coping behaviors of bullied children can become an opportunity to end bullying, but do not contribute to an early solution to bullying. These results show that even if bullied children attempt to modify the stigmatic labels given by gangs of bullies, the success or failure is not decided by their coping behaviors but rather by the reaction to these coping behaviors of the children in the area surrounding the bullying. This paper reconfirmed the importance of providing instruction to children in the area surrounding the bullying.

著者

佐藤 全 松澤 杏 Akira SATO Kyou MATSUZAWA 日本女子大学 日本女子大学附属豊明小学校 Japan Women's University Houmei Elementary School attached to Japan Women's 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.72, pp.95-105, 2003-05-25

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In Japan, municipal boards of education evaluate public school teachers, who are local public servants, under plans set by the prefectural boards of education. All of the prefectural boards of education enacted this teacher evaluation system about 45 years ago, but in 2000 Tokyo abolished this system (System I) and adopted a new performance appraisal system (System II). This paper aimed to extract the characteristic and the problem by examining each policy process about System I and System II. For the categorization of the policy process, two models are adopted from the results of research by Michio Muramatsu. One is the vertical administrative management model, followed by unitary influence. The other is the horizontal political competing model, followed by multi influence. The following conclusions were obtained. It is the common feature seen in System I and System II that original motive was not from only educational matters and the prefectural board of education did not accomplish the policy making duty due to the educational bureaucrat including the superintendent. It can be confirmed that the teacher evaluation policy is shifting from the vertical administrative management model to the horizontal political competing model. It was found during the decision process of System II that an administrative staff exercised individual influence power without being buried in bureaucracy. The teacher policy of the prefectural board of education starts on a new evaluation policy though the policy assessment of a present evaluation system is not passed. It is necessary to evaluate the teacher evaluation policy from the viewpoint of offering suitable and good quality teaching to the student.

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

稲垣 恭子 Inagaki Kyoko 滋賀大学 Shiga 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.45, pp.123-135, 1989-10-01

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Traditional research about classroom interaction failed to understand interaction "as a source of meaning", and as a result, could not make clear the significance of the study. Some studies, including Furlong's analysis of interaction set and Woods's study of strategy, are remarkable in that they do not adopt an internalization model and analyse the meanings of the situation-depended actions according to the actor's own purpose or interest. The study by D.L. Wieder on the "Convict Code" is more illuminating. Using the Convict Code, he dynamically analysed the interaction between convicts and their staff in the halfway-house and described the mechanism of the construction and maintenance of institutional order. Based on this S, this paper focuses on the interpretation framework ("Pupil Code") by which teachers and pupils cooperatively interpret their actions and maintain classroom order. Focusing on Pupil Code, I chose one junior high classroom, and analysed the process of the classroom order which is generated and is maintained through teacher-pupil interpretation of their action. The analysis shows that interpretations of classroom behaviors by Pupil Code formulate the teacher-pupil relation which enlarges the distance between teachers and pupils, and that such a teacher-pupil relation constructs the basis of the classroom order. On the basis of premises of previous research, this conclusion, that is, that classroom order is maintained by making distance (not getting close) between teachers and pupils, and that it is ceacelessly maintained through teacher-pupil interaction itself, is paradoxical.

著者

耳塚 寛明 油布 佐和子 酒井 朗 Mimizuka Hiroaki Yufu Sawako Sakai Akira 国立教育研究所+お茶の水女子大学 福岡教育大学 東京大学大学院

雑誌

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

巻号頁・発行日

vol.43, pp.84-120, 1988-10-03

著者

山本 雄二 Yamamoto Yuji 関西大学 Kansai 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.43, pp.70-83, 1988-10-03

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P. Willis's Learning to Labour is one of the most important books in the field of sociology of education. In this book, he attempts to explain how working class kids get working class jobs and why they let themselves. To answer this question, he adopts an ethnographical approach which elucidates what happens to them in school. By setting two classes a priori outside the text (=his ethnography), he takes out some traits of working class culture in which working class kids willingly select manual labour. With his approach, he loses some possibilities of interpretation that lead us to see the text as a whole world in its own right. Therefore, this paper attempts to read the text without setting concepts for explanation such as "class" outside the text. It is contended that this text can be read as a story of self-discipline. Self-discipline can be defined by saying that the temporary self is not a "real self" and that one has to deny oneself to aim at a "real self". Willis's framework of the actors, that is, ear'oles, lads, and teachers may be interpreted in the following manner. Ear'oles, committed to self-discipline, have no concrete culture while lads, being far from self-disciplined, are integrated into a concrete group culture. This difference causes gaps between the two groups in the way they define themselves. Ear'oles cannot define themselves but in contrast lads believe themselves to be complete. Teachers, agents of self-discipline, feel ambivalent towards both ear'oles and lads. The Distinction betwetn self-discipline and two other similar notions -"individualism" by Willis and "internalized norms" by Bowles & Gintis, are made clear in the final part of the paper. Self-discipline, as the ethos of modern education, helps us not only understand the relations among members in school but also causes us to reconsider what modern education is about.

著者

江原 武一 Ehara Takekazu 京都大学 Kyoto 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.43, pp.56-69, 1988-10-03

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This paper seeks to trace the teacher education system since the Meiji era in Japan and clarify the characteristics and pressing problems of present-day teacher education in Japanese higher education. Teacher edutation for elementary school teachers at the higher education level began in 1943, when "The Law for Normal Schools and Higher Normal Schools Amendment" was enacted. It was, however, only implemented after the Second World War under the newly legislated education laws. The idea of teacher education in the postwar period consists of the following three princibles : "teacher education at the university", "the open system of teacher education" and "an emphasis on in-service teacher training". The first principle means that, as a rule, all candidates for the teaching profession are trained in four-year (new-system) universities. The second means that students, both at teachers' colleges and at other general higher educational institutions could obtain teacher's licences, if they obtain the required basic qualifications and credits. The final principle has been emphasized especially after the 1970s. The first two principles have been steadily realized in the Japanese teacher education system in the past forty years. Among full-time teachers at the upper secondary level and below, the proportion of university graduates in 1983 stood at 79.4% in senior high schools, 74.5% in junior high schools, 58.0% in elementary schools, and 9.1% in kindergartens. 78.3% of teachers in kindergartens graduated from junior colleges. We also see that the proportion of non-teachers' college graduates among the full-time teaching staff who entered into those schools in 1987 was 57.3% (four-year non-teachers' college graduates 27.8%, junior college graduates 29.5%). At the same time, however, some pressing problems have arisen. They are (1) the relative degradation in social status of the teaching profession among modern occupations, (2) the difficulty of keeping the balance of supply and demand, (3) the failure to establish a systematic teacher education curriculum in higher education, and (4) related problems such as lower standards of programs compared to those of other professional education. What is needed now for teacher education reform is the development of an educational theory which synthesizes both pre-service and in-service teacher training processes in a broader perspective, making it possible to reconstitute the roles and functions of higher education in teacher education.

著者

永井 聖二 Nagai Seiji 群馬大学 Gunma 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.43, pp.45-55, 1988-10-03

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Since the 1970's, teacher professionalism has been criticized because of its consensual optimism, elitism and similarity to cultural reproduction. In this paper, I comment on the organizational traits of the school, that is, school is an organization which functions with vague organizational goals. In accordance with the traits of schools, teachers are required to conduct their everyday teaching activities, which have vague organizational goals, by their own volition and using their creativity. In addition, it is important to note that the school in Japan must be regarded as integrated not institutionally but culturally through the process of vocational socialization, allocation of resources and manipulation of symbols. In such an organizational situation, teacher professionalism must be reconsidered in relation to its invisible control over teachers based upon teachers' culture. According to this viewpoint, the problem is that the traits of teachers' culture -that is, collectivism as well as egalitarianism, and the paradigm of the school organization may easily congeal. Consequently, in this situation, the invisible control brought about by overemphasizing the autonomy based upon teacher professionalism may lead to a justification of the status quo and preventing innovations to take place in the school.

著者

杉尾 宏 Sugio Hiroshi 兵庫教育大学 Hyogo 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.43, pp.31-44, 1988-10-03

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This paper proposes that the definition of the situation should be a central concept to the sociological investigation of teachers' behaviours and that the theory of the teachers' working process should be built to locate the teachers' educational behaviours in the public educational system within the capitalistic socio-economic structure. The role and role-conflict is negatively examined in terms of its conceptual ambiguity and its human and social model. The definition of the situation proceeds from the classification and categorizing of the immediate events (1st phase) to the evaluation of the 1st phase, and to the planning of the actions and its legitimation (2nd phase). It varies with the actor's orientation of actions (goal, intention, interests at hand), the actor's environment (material conditions, social and cultural structures) and his or her predisposition (identity, commitment, ideology). Sociological studies of teachers' behaviours have focused upon the teachers' perception of the pupils (1st phase), and their planning of actions and legitimation (2nd phase). Teachers' perception of pupils has been considered to be a problem of the teachers' typification of the pupils by H.S. Becker, D. Hargreaves, R.C. Rist, N. Keddie, G. McPherson, P. Woods, and other symbolic interactionists. The teachers' planning of actions has been approached in terms of the strategies by A. Hargreaves, P. Woods, A. Pollard and other new sociologists of education. The teachers' legitimation of their educational behaviours has been approached in terms of the frame, structure and structuring (H. Mehan, A. Edwards, V. Furlong, G.C.F. Payne) and in terms of the front performance or impression management (E. Goffman). In this paper, each aspect of the above described teachers' behaviours is examined and it is suggested that the exploration of the dialectical relationship between the teachers' orientation of action, their environment and their predispositions is needed to approach the process of the teachers' definition of the situation. Finally, it is contended that a macro-approach is needed to place the teachers' educational behaviours in the public educational system, because the teachers' educational behaviours are supposed to lie in the dilemma between the teachers' working process and the process of the man-power production loaded upon teachers by the public educational system.

著者

新井 郁男 Arai Ikuo 上越教育大学 Joetsu 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.43, pp.18-30, 1988-10-03

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This article looks chronologically at the main teacher education related reports and recommendations submitted by government councils (mainly, the Central Council for Education and the Council for Training of Teaching Personnel) after World War II, and, based on an analysis of these reports and recommendations, points out some basic issues. Before the war, the main institution of teacher training was 'normal schools'. After the war, however, the normal school system was abolished and instead teacher training came to be conducted at the university level. It became possible for any institutions of higher education to provide teacher training programs, although universities specifically designed for teacher training were also established. At present, the basic level of education required of elementary and secondary school teachers is four years of undergraduate education, but the government has recently been planning to introduce a higher certificate which requires a master's level of graduate education. This means that the government places an emphasis upon formal education rather than on experience as a main channel of raising the quality of teachers. This principle is also reflected in the plan to abolish the system under which teachers with at least fifteen years of teaching experience can obtain a teacher's certificate of higher level without receiving any formal education at universities. The government, however, has also been considering a tpecial way which certifies those who do not hold regular teacher certificates but have knowledge and skills necessary for teaching. This plan is contradictory to the emphasis on formal education as the main channel for teacher supply. The government considers that the introduction of such a system could activate the ailing schools but it is doubtful. The fundamental issue here is whether teachers need only be knowledgeable in the content of teaching subjects or whether they need special professional education. This question was discussed by the government council formed immediately after the war, and has been debated since. The recent government teacher policy seems to be a compromise between these two extreme stances. It is concluded that more discussion and research needs to be made on this question. Otherwise, the plan to raise the basic qualification of teachers, even if it is institutionalized, will not function properly.

著者

今津 孝次郎 Imazu Kojiro 名古屋大学 Nagoya 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.43, pp.5-17, 1988-10-03

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This paper consists of two parts. The first part describes how the situation of teachers in Japan has changed from 1970's to 1980's. The second part points out what kinds of problems we have concerning the study of teachers. Firstly, the changing situation of teachers can be described from the following points of view: (1) educational expansion which was brought about by a high rate ecomomic growth; (2) pathological phenomena in education such as vandalism, bullying and delinquency which have been criticized by public opinion; (3) governmental educational policies which intend to improve the quality of teachers; (4) a political teacher union, though its menbership rate has been declining, which is against those educational policies; and (5) arguments with regard to teacher role and teacher evaluation. The changing situation demands us reconsider the concept of professionalism in teaching. Secondly, considering that teachers are facing the turning point, we can point out two major problems of the study of teachers. They are as follows: (1) The basic feature of the teaching profession is characterized by "marginality." It comes from a nature of teacher role, that is, the inconsistency between professional and bureaucratic-employee roles on the one hand, and the role of the stranger in the community on the other hand. This marginality is supposed to cause the role conflicts and the loneliness of teachers. (2) Teachers are learners because they have to acquire much more knowledge and skills, and change their attitude toward a new role in a world of rapid change. There are two phases in teacher education. They are pre-service training and in-service training and the latter is more important for teachers as life-long learners.

著者

木原 孝博 岡山大学

雑誌

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

巻号頁・発行日

vol.41, pp.212-213, 1986-10-15