Hyogo University of Education
- 教育社会学研究 = The journal of educational sociology (ISSN:03873145)
- vol.43, pp.31-44, 1988-10-03
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.