Departmental Bulletin Paper 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
A Qualitative Study of the Facilitation of Middle School Teachers in School Events : From the Perspective of Group Socialization Theory

河本, 愛子

55pp.217 - 226 , 2016-03-31 , 東京大学大学院教育学研究科
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.

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