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  1. 020 教育学部, 大学院教育学研究科
  2. 0201 学術論文

教師が行う保護者面談の特徴と課題 : 教師の発話特徴と専門性の視点から連携促進を考える

http://hdl.handle.net/10091/00019445
http://hdl.handle.net/10091/00019445
388d0e7f-e143-4512-81c6-001b8b551fbd
名前 / ファイル ライセンス アクション
Distinguishing_features_teachers_meetings.pdf Distinguishing_features_teachers_meetings.pdf (10.1 MB)
Item type 学術雑誌論文 / Journal Article(1)
公開日 2017-02-17
タイトル
言語 ja
タイトル 教師が行う保護者面談の特徴と課題 : 教師の発話特徴と専門性の視点から連携促進を考える
言語
言語 jpn
キーワード
主題Scheme Other
主題 保護者面談
キーワード
主題Scheme Other
主題 教師
キーワード
主題Scheme Other
主題 保護者
キーワード
主題Scheme Other
主題 連携
キーワード
主題Scheme Other
主題 特別支援教育
キーワード
主題Scheme Other
主題 meetings with guardians
キーワード
主題Scheme Other
主題 teachers
キーワード
主題Scheme Other
主題 guardians
キーワード
主題Scheme Other
主題 cooperation
キーワード
主題Scheme Other
主題 special needs education
資源タイプ
資源 http://purl.org/coar/resource_type/c_6501
タイプ journal article
その他(別言語等)のタイトル
その他のタイトル Distinguishing features of teachers' meetings with guardians and related issues : Considering encouragement of cooperation from the perspectives of the distinguishing features of teachers' speech and their specialized abilities
著者 上村, 惠津子

× 上村, 惠津子

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上村, 惠津子

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信州大学研究者総覧へのリンク
氏名 上村, 惠津子
URL http://soar-rd.shinshu-u.ac.jp/profile/ja.jakNbVkF.html
出版者
出版者 日本学校心理士会
引用
内容記述タイプ Other
内容記述 日本学校心理士会年報. 7:5-15 (2015)
書誌情報 日本学校心理士会年報

巻 7, p. 5-15, 発行日 2015
抄録
内容記述タイプ Abstract
内容記述 本稿は,保護者面談における教師の発話構造および発話特徴を明らかにし面談での教師の専門性の活かし方と課題を検討することにより保護者との連携を促進する教師の対応について提言することを目的としたものである。保護者面談における教師の発話には面談目的の確認があいまいであり,自らの対応を振り返ったり,今後の対応策を積極的に提案したりする特徴が見受けられた。特に,自らの対応を振り返る発話は,直接的援助者としての特徴を活かした発話であり,保護者との対等な関係を具現化する発話になりえると考えられた。しかしながら,振り返りの発話は,教師がその専門性を活かしにくく専門性が危機にさらされる場面でもある。一般的な対人援助モデルにおいて積み重ねられてきた対応や技法を参考にし状況に応じて自らが拠り所とする専門性との距離を変容させるような柔軟性を身につけていくことが連携の鍵になると考えられた。 / This paper is intended to offer opinions on the interactions of teachers who encourage cooperation with students' guardians, through elucidation of the structure and characteristics of teachers' speech in meetings with guardians, and examined ways of putting teachers' expertise to use in such meetings. A look at the speech teachers used in meetings with guardians showed that confirmation of the purpose of the meeting was often not clearly carried out, while teachers focused more on reviewing their own actions or proposing future measures for interaction. In particular, speech that reviews the teacher's own actions is thought to serve to foster a relationship based on an equal footing with the guardians because it utilizes the feature that both teachers and guardians are direct supporters of the students. However, such reflective speech also endangers the teacher's status as an expert because it is difficult to speak with an air of professionalism in such speech. It is our belief that the key to cooperation is for teachers to, through experience and techniques that they have gained from general support services, acquire flexibility in adjusting their positions as a specialists or as a supporter when they speak with guardians.
資源タイプ(コンテンツの種類)
内容記述タイプ Other
内容記述 Article
書誌レコードID
収録物識別子タイプ NCID
収録物識別子 AA12415009
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
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