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Reconsideration of the Position of “Professionality of Education” in the New School Governance (2): An Analysis of Elementary School Teachers’ Perceptions of Expertise in the Teaching Profession

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  • 〈研究論文〉新たな学校ガバナンスにおける「教育の専門性」の再定位(2): 小学校教員の専門性認識に関する分析を中心に
  • 新たな学校ガバナンスにおける「教育の専門性」の再定位(2)小学校教員の専門性認識に関する分析を中心に
  • アラタ ナ ガッコウ ガバナンス ニ オケル 「 キョウイク ノ センモンセイ 」 ノ サイテイイ(2)ショウガッコウ キョウイン ノ センモンセイ ニンシキ ニ カンスル ブンセキ オ チュウシン ニ

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Abstract

Since the 1990s, the concept of “Governance” has become widely known and has been often discussed in many fields including public education. Contemporary public education reform policies basically include the restructuring of relationships between teaching professionals and other stakeholders. It should be noted that, in fact, some education policies do not take into account the “professionality of teaching” very much; thus, there is a possibility that teaching professionals will be seen as comparatively inferior to other actors. It is therefore important to consider the position of teaching professionals within the new school governance structure and replace it, taking into account the concept of “professionality of education.”...

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