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  1. A200 教育学部/教育発達科学研究科
  2. A200b 紀要
  3. 名古屋大学大学院教育発達科学研究科紀要. 教育科学
  4. 69(1)

なぜ教員と保護者の連携は難しいのか : いじめ加害者への対応をめぐる認識のすれ違い

https://doi.org/10.18999/nueduca.69.1.129
https://doi.org/10.18999/nueduca.69.1.129
74152e2e-21ba-4722-91f3-b5867413fddc
名前 / ファイル ライセンス アクション
nueduca6901_11.pdf nueduca6901_11.pdf (1 MB)
Item type itemtype_ver1(1)
公開日 2022-10-26
タイトル
タイトル なぜ教員と保護者の連携は難しいのか : いじめ加害者への対応をめぐる認識のすれ違い
言語 ja
その他のタイトル
その他のタイトル The Difficulty of Teacher–Parent Cooperation; A Disconnect in Dealing with Bullying Perpetrators
言語 en
著者 藤川, 寛之

× 藤川, 寛之

ja 藤川, 寛之

en FUJIKAWA, Kanno

Search repository
澤田, 涼

× 澤田, 涼

ja 澤田, 涼

en SAWADA, Ryo

Search repository
古殿, 真大

× 古殿, 真大

ja 古殿, 真大

en FURUDONO, Shinta

Search repository
内田, 良

× 内田, 良

ja 内田, 良

en UCHIDA, Ryo

Search repository
アクセス権
アクセス権 open access
アクセス権URI http://purl.org/coar/access_right/c_abf2
内容記述
内容記述 The purpose of this paper is to examine the differences in perception of teachers and parents regarding the treatment of bullying perpetrators. This paper identifies one reason for the difficulties encountered in teacher-parent cooperation relating to bullying cases. Bullying continues to be a problem that threatens school education. Various solutions have been sought out and are in practice, including those that involve actors outside of the immediate school, including parents. However, while cooperation between teachers and parents is increasingly expected in dealing with bullying, such cooperation has its challenges. What are the key factors surrounding the difficulties experienced between parent and teachers? Previous studies have suggested that the closed nature of a teacher in his/her role encourages distrust among parents. However, creating a seemingly open environment may not be all that is necessary to spark true cooperation. In this paper, we show that even if teachers and parents actively exchange their opinions, if they are not “on the same page,” cooperation will be difficult. Conversation must not only be “open.” Perspectives must be well understood. This paper analyzes the quantitative data collected independently to examine (1) whether a basis for the differences between teachers and parents is established, (2) whether and where the perceptions of teachers and parents are different, and (3) what kind of framework is used for these perceptions and how they affect the differences. Through these examinations, we will explore the reasons why cooperation between teachers and parents is problematic. The analysis revealed the following three points. 1. Parents are willing to consult with teachers if they suspect bullying, suggesting that a foundation has been established from which teachers and parents’ perceptions may differ. 2. Teachers and parents differ in their perceptions of how to respond to the perpetrator. 3. Teachers and parents perceive the perpetrator’s response using different frameworks. The differences in the frameworks is influenced by the social context in which they are embedded, in this case, the context of elementary and secondary schools.
内容記述タイプ Abstract
出版者
言語 ja
出版者 名古屋大学大学院教育発達科学研究科
出版者
言語 en
出版者 The Graduate School of Education and Human Development, Nagoya University
言語
言語 jpn
資源タイプ
資源タイプresource http://purl.org/coar/resource_type/c_6501
タイプ departmental bulletin paper
出版タイプ
出版タイプ VoR
出版タイプResource http://purl.org/coar/version/c_970fb48d4fbd8a85
ID登録
ID登録 10.18999/nueduca.69.1.129
ID登録タイプ JaLC
収録物識別子
収録物識別子タイプ PISSN
収録物識別子 1346-0307
書誌情報 ja : 名古屋大学大学院教育発達科学研究科紀要. 教育科学
en : Bulletin of the Graduate School of Education and Human Development. Educational Sciences

巻 69, 号 1, p. 129-141, 発行日 2022-10-15
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