Conflict in the Process of Passing On and Inheriting the Practice and Methodology of Teachers

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  • NISHI Norihiro
    Graduate School, Osaka University Japan Society for the Promotion of Science

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Other Title
  • 教員の職業的社会化過程で成員間に生じるコンフリクトに関する分析
  • 教員の職業的社会化過程で成員間に生じるコンフリクトに関する分析 : 正統的周辺参加論の枠組みから
  • キョウイン ノ ショクギョウテキ シャカイカ カテイ デ セイイン カン ニ ショウジル コンフリクト ニ カンスル ブンセキ : セイトウテキ シュウヘン サンカロン ノ ワクグミ カラ
  • ―正統的周辺参加論の枠組みから―

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<p>The aim of this paper is to find out how the methodology of one particular group of teachers is passed down to the next generation. Specifically, it is important to clarify the process by which teachers hand on their particular practice and methodology to new members in their school. Following legitimate peripheral participation theory, my research focused on the teachers’ interactions and conflicts that I observed in an elementary school, which I shall refer to as school X.<br><br>Previous studies have discussed teacher strategies, teacher identity, and the structure of teachers’ methodology. These studies focused on a teacher’s individuality, their personal aspects and their autonomy. By contrast, this paper intends to clarify the impact of teachers’ interactions and conflict when passing down a methodological structure. Previous studies have argued the case for the importance of focusing on teachers’ interactions to clarify the process of creating and keeping a particular teacher’s methodology.<br><br>This paper is based on qualitative data collected at school X, which was certified as a Dowa School until 2002. At this school, most of the children come from working class families. However, they achieve high academic scores. School X has also gained a high reputation for its human rights education. I interviewed 10 teachers.<br><br>In this paper, there are three research questions. First, what are the features of the teachers’ practice and methodology? Second, how do the teachers pass on their practice and methodology? Third, what obstacles and conflicts do teachers face when inheriting a particular practice and methodology? And what are the solutions? The findings are as follows:<br><br>( 1 ) The teachers of School X have practical resources to bridge the gap in academic achievement between poor pupils and wealthy pupils.<br><br>( 2 ) The teachers of School X have a particular identity which has been developed through the passing down of practical wisdom on education from senior to junior teachers. As a result the teachers are strongly engaged in maintaining and expanding their organization.<br><br>( 3 ) The teachers of School X experience conflicts between the older and newer teachers regarding the continuity of practice and methodology. However, they also try to re-structure their practice and methodology in order to maintain continuity.<br><br>From these results, it can be observed that the teachers’ methodology is passed down to the next generation by a synergetic re-structuring of the methodological structure and the teachers’ practice.</p>

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