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北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University >
第134号 >

保育者としての成長とキャリア形成 : 「保育者を続けている理由」からの考察

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Title: 保育者としての成長とキャリア形成 : 「保育者を続けている理由」からの考察
Other Titles: Development and career formation as a nursery and kindergarten teacher : Consideration from the reason for continuing a teaching career
Authors: 野屋敷, 結1 Browse this author
川田, 学2 Browse this author →KAKEN DB
Authors(alt): Noyashiki, Yui1
Kawata, Manabu2
Keywords: 保育者
Nursery and kindergarten teachers
Development process
Career formation
Life-line Interview Method
Trajectory Equifinality Model
Issue Date: 27-Jun-2019
Publisher: 北海道大学大学院教育学研究院
Journal Title: 北海道大学大学院教育学研究院紀要
Journal Title(alt): Bulletin of Faculty of Education, Hokkaido University
Volume: 134
Start Page: 91
End Page: 116
Abstract: 本研究は,複数の転機を持つ若手から中堅の保育者が,なぜ保育という仕事を続けているのか,そこにどのような価値を見出していることが継続と関わっているのかに焦点を当て,社会的・時間的文脈の中でどのように成長してきたのかを,保育者自身の主観的な語りから明らかにすることを目的とした。4名の保育者にライフライン・インタビュー・メソッドを用いたインタビューを実施し,複線径路・等至性モデル(TEM)による分析を行った。結果,協力者の保育者という生き方を続ける理由には個別性があるが,同時に保育者の継続を支えている共通の契機として,「保育に対する正の感情」「保育者周囲の社会的状況」の2点が見出された。また,協力者には保育者を継続する個別的な理由から繋がったそれぞれ異なるキャリア形成が見出され,働く者としての保育者自身の主観次元に基づいた保育者の成長研究の必要性が示唆された。
The purpose of this study is to examine the development of young and mid-level teachers in nurseries and kindergartens who have experienced several turning points within the social and temporal context from their subjective narratives, focusing on the reasons why they continue to work as a nursery and kindergarten teacher and what types of values they find are related to the continuation. Four teachers were interviewed using the Life-line Interview Method, and the data were analyzed by the Trajectory Equifinality Model. As a result, the findings revealed that the reasons for them to continue working as a nursery and kindergarten teacher vary; however, two common elements which sustain their teaching career were found: positive feelings toward childcare and their surrounding social circumstances. Additionally, it was shown that each subject has their own career formation connected with individual reasons for their job continuation as a nursery and kindergarten teacher, which suggests that the development of teachers in early childhood education based on their subjective perspectives as a worker is another area which is worth investigating in future studies.
Type: bulletin (article)
Appears in Collections:北海道大学大学院教育学研究院紀要 = Bulletin of Faculty of Education, Hokkaido University > 第134号

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