Departmental Bulletin Paper インクルーシヴ教育の観点から見た児童の関係構築への教師の取り組み ─グランデッド・セオリーアプローチによる分析─
Teacher’s Role to Construct Good Relationship between Children with and without Disability from the Viewpoint of Inclusive Education ─ An Analysis of Grounded Theory ─

松本, 大地  ,  高橋, 登

64 ( 1 )  , pp.157 - 176 , 2015-09-30 , 大阪教育大学
In the present study, we investigated teacher's role to construct intimate relationship between children with and without disability in inclusive elementary school. Totally 19 elementary school teachers from 2 cities in Osaka, which had a long history of inclusion, were interviewed about their experience when they had taken charged of the class where children with the problem of social development were included. Based on the analysis of modified grounded theory approach (Kinoshita, 2003), we generated 7 categories, 11 subcategories, and 28 concepts. The categories were conciousness of the teachers, linkage between teachers, attention and intervention, acceptance with each other, role model for children, adequate relationship between children, and chage of the children. Hypothetical model of teachers’ role to construct relationships between children with and without disability was proposed and the suggestion to novice teachers and teachers who are stumped about relationship between children were discussed.

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