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  1. 筑波大学 (University of Tsukuba)
  2. 石隈 利紀 (Ishikuma Toshinori)
  1. コンテンツタイプ (Contents Type)
  2. 雑誌発表論文等 (Journal article, etc.)
  3. か-
  4. 教育心理学研究 (The Japanese journal of educational psychology)

保護者面談における教師の連携構築プロセスに関する研究 : グラウンデッド・セオリー・アプローチによる教師の発話分析を通して

http://hdl.handle.net/2241/100295
ab6f58b1-fc41-486b-af28-91bb1695704d
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JJEP_55-4.pdf JJEP_55-4.pdf (1.4 MB)
item type Journal Article(1)
公開日 2008-08-21
タイトル
タイトル 保護者面談における教師の連携構築プロセスに関する研究 : グラウンデッド・セオリー・アプローチによる教師の発話分析を通して
その他のタイトル
その他のタイトル Teachers' Process of Building Rapport in Parent-Teacher Conferences : Analysis of Teachers' Speech Based on a Grounded Theory Approach
言語
言語 jpn
資源タイプ
タイプ journal article
著者 上村, 恵津子

× 上村, 恵津子

WEKO 59480

上村, 恵津子

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石隈, 利紀

× 石隈, 利紀

WEKO 59481

石隈, 利紀

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著者別名 イシクマ, トシノリ

× イシクマ, トシノリ

WEKO 59482

イシクマ, トシノリ

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ISHIKUMA, TOSHINORI

× ISHIKUMA, TOSHINORI

WEKO 59483

ISHIKUMA, TOSHINORI

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抄録
内容記述 本研究では,保護者面談において教師が保護者との連携を構築するプロセス,およびその特徴を明らかにすることを目的とした。グラウンデッド・セオリー・アプローチにより教師の発話を分析した結果,9個のカテゴリーが抽出され,これらは2つのプロセス,「援助具体化」と「保護者との関係構築」にまとめられた。教師は,保護者面談において傾聴的発言や自己開示的発言,保護者からの情報収集等により保護者との関係を構築しつつ,面談目的確認,現状の情報提供,状況の分析,振り返り,対応策の検討,さらに随所で行われる保護者からの情報収集により援助を具体化するとの仮説が生成された。この仮説を既存のコンサルテーションモデルと比較すると,面談で取り上げる問題状況と深く関わりを持つ教師が行う保護者面談は,教師が自分自身の対応を振り返り,対応策について積極的に提案する特徴がある反面,問題や目標設定が曖昧になる特徴があると考えられる。保護者面談で教師と保護者が共通理解を図るプロセスは,保護者の理解や方針を取り入れながら教師が自分自身の理解や方針を修正するプロセスであり,保護者との連携構築にはこのような教師の変容が鍵になると考えられた。

The present research sought to clarify the process by which teachers build rapport with parents in parent-teacher conferences, and to identify the characteristics of that process. From an analysis of what elementary school teachers said in parent-teacher conferences, 8 categories were identified and then consolidated into 2 processes : "substantiating support" and "building relationships with parents." While building relationships by collecting information from the parents by means of attentive comments and self-disclosing statements, the teachers substantiated their support by confirming the goals of the conference, providing information about current circumstances, analyzing situations, reflecting, examining steps to be taken, and constantly collecting information from the parents. A comparison with existing models suggested that although parent-teacher conferences are characterized by reflection upon the teacher's response and positive proposals regarding steps to take, there is a tendency for topic and goal-setting to become obscured. A process that seeks to create mutual understanding between teachers and parents is one in which the teachers modify their own understanding or policies while incorporating the parents' understanding and philosophy. Such a transformation by teachers is the key to building rapport with parents.
書誌情報 教育心理学研究

巻 55, 号 4, p. 560-572, 発行日 2007-12
ISSN
収録物識別子 0021-5015
書誌レコードID
収録物識別子 AN00345837
権利
権利情報 日本教育心理学会
権利
権利情報 本文データは日本教育心理学会の許諾に基づきCiNiiから複製したものである
著者版フラグ
値 publisher
出版者
出版者 日本教育心理学会
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関連識別子
関連識別子 http://ci.nii.ac.jp/naid/110006548962/
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