中学校教師の学校行事における関わりの質的検討 : 集団社会化理論の視座から中学校教師の学校行事における関わりの質的検討 : 集団社会化理論の視座からAN10516641 A Qualitative Study of the Facilitation of Middle School Teachers in School Events : From the Perspective of Group Socialization Theory
226 , 2016-03-31 , 東京大学大学院教育学研究科 , The Graduate School of Education, University of Tokyo , 東京大学大学院教育学研究科教育心理学コース
This study explored how Japanese middle school teachers interact with their students in school events in order to support students’ long-term socioemotional development. Qualitative analysis of four middle school teachers revealed that, from the perspective of group socialization theory (Harris, 1995), teachers facilitate students ’ assimilation and differentiation differently according to what aspects students need to be nurtured in their schools. Teachers do not always interact with their students directly. Instead, they elaborate the structure of events and keep their eyes on what students are doing in school events. Those kinds of interactions may encourage students’ autonomous engagement with school events and facilitate students’ socialization in peer group.