著者

伊藤 敬 Itoh Kei 静岡大学 Shizuoka 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.26, pp.152-167, 1971-10-15

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After World War II, the idea of education and teaching profession changed completely in Japan. The old concepts were replaced by the new ones, chiefly of professionalism and unionism. The purpose of this study is to examine the attitudes toward 'professionalism' which the present-day teachers assumes. Our questionnaires were sent to 1,085 teachers of senior and junior schools and primary schools in three prefectures. Our aim of this questioning was to explore the three aspects which we thought to be the most important as the elements of the profession. They are (I) autonomy in teachers' instructional activities, (II) autonomy of the professional organization, and (III) professional ethics and belief. We received 736 auswers from the teachers. And as a whole, (I) showed the most remarkable result and (II) the least. Teachers are discreet enough to think it important to select textbooks freely and adopt his own teaching methods, but they considerably allow for the role of their principals. There are few who think that the professional organization should participate in the decison of the criteria of the teacher's certificate. Most teachers assume that they are performing an essential function of the society, but not many regard the belief in public service as of importance. There is a close relation between attributes of teachers and (I) and (II). It is the teachers lower in rank-members of Japan Teachers Union (JTU) and of its friendly organizations, graduates of national or municipal universities or collges, and teachers from twenty to thirty-nine years of age-who constantly demand their professional autonomy; whereas it is the head teachers and those next to them in rank-members of anti-JTU associations, graduates of normal schools, and teachers over fifty years of age-who are committed to (III). On the whole, their professional consciousness is inferior to that of the former. And we proceed to examine the relation between the conception of profession and morality, for it functions as a standard of demmand in teaching. These analysis give the result that the morality of the teacher more attached to professionalism is lower than that of those less attached.

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

教師集団研究会(牧野巽代表) Human Relation Research Group (Tatsumi Makino Chief Investigator) Teachers 東京大学 University of Tokyo

出版者

THE JAPAN SOCIETY OF EDUCATIONAL SOCIOLOGY

雑誌

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

巻号頁・発行日

vol.17, pp.2-49, 1962-10-10

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I The Significance of the Study and Its Viewpoint II The Consciousness of the Teachers in their Daily Life III The Process of Organization of the Teachers' Group and Its Morale In this report are summarized the results of the study conducted since 1959 by some of the members of the Japanese Association of Educational Sociology living in Tokyo. An attempt has been made to analyze the teachers' group of a school as a unit, which forms the core of the school administrative organization and so-called the system of educational movements, in relation to school administration, teachers union movement and to the school board. Theoretical explanations have been made concerning the significance of the study of teachers' group which is regarded as an integrating subject in educational practice. Both in urban and rural areas 52 primary find junior high schools were sampled in terms of the size of the schools, and individual teachers in those schools were asked to answer the questionnaire. The survey was conducted in 1961. The following are the summarized results of the study. First of all, if the collectivity of the teachers is compared with other occupational groups, the teachers' consciousness in their daily life is very similar to that of the ordinary white-collar workers. In their informal human relations emotional influence is strong, particularly among women teachers. It seems that teachers are burdened with miscellaneous clerical duties which handicap their educational practice and fail to uplift their morale. Also assignment of duties in accordance with seniority seems to disturb the unity of the teachers group. Secondly, in observing the process of organization of teachers' groups, some of them are being organized smoothly, while others are not; at the same time there are some undifferentiated groups. In primary schools there are more undifferentiated groups than in junior high schools, in which almost half of the groups are smoothly organized, while the others are not. The types of principals in terms of both personal and administrative position, (for instance, bureaucratic type) influence the process of the organization of teachers groups and the morale of the teachers' groups to a great extent. In this respect it can be stated that the status of the organization of the teachers groups is closely related to the morale in education.

著者

二関 隆美 日比 行一 河野 重男 Ninoseki Takami Hibi Koichi Kono Shigeo 東京学芸大学 成蹊大学 お茶の水女子大学 Tokyo Gakugei University Seikei University Ochanomizu Women's University

雑誌

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

巻号頁・発行日

vol.15, pp.25-42, 1960-10-10

著者

西 滋勝 Nishi Shigekatsu 和歌山大学 Wakayama University

雑誌

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

巻号頁・発行日

vol.15, pp.12-24, 1960-10-10

著者

編集部(高野桂一) Staff (Keiichi Takano) Editorial 東京都立教育研究所 Tokyo Institute of Educational Research

雑誌

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

巻号頁・発行日

vol.15, pp.2-11, 1960-10-10

著者

小川 勝治 Katsuharu Ogawa 明治学院大学

雑誌

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

巻号頁・発行日

vol.8, pp.54-62, 1955-11-05

著者

大橋 幸 Oohashi 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.4, pp.56-67, 1953-11-01

著者

小森 健吉 Kenkichi Komori 滋賀短期大学

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.86-98, 1958-10-20

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

稲垣 忠彦 Tadahiko Inagaki 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.13, pp.51-66, 1958-10-20

著者

河野 重男 Shigeo Kouno 国立教育研究所

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.33-50, 1958-10-20

著者

高野 桂一 Keiichi Takano 東京都立教育研究所

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.17-32, 1958-10-20

著者

ローレンス・G・タマス スタンフォード大学教育学部

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.2-16, 1958-10-20

著者

向山 浩子 五十嵐 顕

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.16, pp.223-241, 1977-03-30

著者

向山 浩子 五十嵐 顕

出版者

東京大学

雑誌

東京大学教育学部紀要 (ISSN:04957849)

巻号頁・発行日

vol.15, pp.197-210, 1976-03-30

著者

潮木 守一 Ushiogi Morikazu 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.28, pp.78-90, 1973-10-15

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After the World War II, the teacher training system in Japan was reorganized and all of the higher education institutions including junior colleges were authorized to issue the centificate for teacher under the condition to claim students a few units for the professional studies of the principle of education and educational psychology, and a few weeks for teaching practice. This system is called "open system". Besides this open system, however, teacher training colleges still exist and have supplied most of teachers in the elementary schools and some in the lower secondary schools. This open system has been criticized mainly by governmental committees, for instance, Central Advisory Committee for Education and Advisory Committee for Teacher Training System, because of the overissue of teacher's certificates and the loose and less substantial training of teachers. Although Governmental Committees have tried several times to level up and to make strict the minimum standard of certification, these trials have always failed with the opposition of various interest groups including teacher's unions. They have insisted that those reforms should lead to increase of the governmental control over the higher education, to less opportunities for students of universities and colleges other than teacher training colleges to obtain certificates for teachers, and as a result to the revival of the normal school in the pre-war period, which had been under the strict governmental jurisdiction. The main problem seems to find how to coordinate the contradictory interests between teacher training college and other institutions of higher education by avoiding the governmental control over the higher education, especially over the teacher training colleges.

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.

著者

山村 賢明 Yamamura Yoshiaki 埼玉大学 Saitama 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.28, pp.46-62, 1973-10-15

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Concerning the concept of "INFLUENCE", we distinguished the action of influence from the capacity or the potentiality of influence. In this article, taking into account the latter, we intended to provide the theoretical framework for the research of teacher's influence on the pupil. Especially we examined Parsonian theory of social control and extricated it out of AGIL scheme to articulate it to Lasswell's scheme which defines influence in terms of value relations. On the basis of this discussion, we pointed out the following problems of teacher's influence: (1) Though the teacher's influence is ultimately oriented to "enlightenment", it concerns various values in the process. Thus the forms of influence in Lasswell's terms should be analyzed in the teacher-pupil rilationship. (2) The structure and dynamics of the influence requires the teacher to keep high "value position" beyond the subject teaching. That is, teacher's authority and pupil's dependence upon it are necessary for the effective educational influence. But this is an educational paradox since teachers have to make pupils independent through that process. (3) Teacher-pupil relationship in public school system is elementally based on teacher's headship. Therefore, the teacher must convert it to leadership in order to make his educational influence effective. By using his class-group as a reference group, it become possible for him to diffuse and strengthen his influence as group influence. (4) There is, today, a tendency that teacher's influences are becoming weak as a whole and limited into the specific scope. It is mainly due to industrialization in the present society, but it should be recovered from the viewpoint of child development and education.

著者

熊谷 一乗 Kumagai Kazunori 創価大学 Soka 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.28, pp.30-45, 1973-10-15

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This article tries to define the relationship between teacher policy and the conception of teacher with the purpose of scrutinizing the nature of the modern Japanese educational policy. The conception of teacher is one component of educational ideology which functions as the frame of reference for the valuation in the teacher policy making process and prescribes the contents of teacher policy by orientating goals and means in the policy making process. The teacher policy includes the following four problems: treatment (status and reward), teaching activities (instruction and guidance), administration and qualification of teachers. In terms of these four problems, we can determine the four fundamental factors which constitute the structural frame of the conception of teacher; knowledge and skill, professional morality, treatmeat and social releation. The conception of teacher thus depends on the nature of these four factors. If we distinguish the prewar policy from the postwar policy for teachers, we can point out that the prewar teacher policy corresponds to the normal school type conception of teacher and the postwar policy does at first to the enlightenment type conception, and then to the special official type conception of teacher. Compared with the normal school type conception, the special official type conception shows the tendencies closer to professionalization, bureacratization, rationalization, autonomization (valuation and promotion of autonomy). These tendencies have developed under the strong impacts of the two kinds of teacher conception, the wage-worker type and the professional type. Furthermore, it must be pointed out that we can not afford to overlook that the teacher policy and the conception of teacher reflect some political intention and are under the influence of a given power situation.