Reconstructing the Identity of a Kindergarten Teacher through The Process of Forming and Transforming Child-Rearing Support Practice:

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  • Ishii Miwa
    東北文教大学短期大学部　教育学・教育社会学

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Other Title
  • 子育て支援実践の形成・変容のプロセスを通した保育者アイデンティティの再構築
  • 子育て支援実践の形成・変容のプロセスを通した保育者アイデンティティの再構築 : 制度ロジック概念を手がかりとして
  • コソダテ シエン ジッセン ノ ケイセイ ・ ヘンヨウ ノ プロセス オ トオシタ ホイクシャ アイデンティティ ノ サイコウチク : セイド ロジック ガイネン オ テガカリ ト シテ
  • Analysis by the Concept of Institutional Logics
  • ―制度ロジック概念を手がかりとして―

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Abstract

The purpose of this study was to clarify how a kindergarten teacher reconstructed her identity through the formation of child-rearing support practice. Logic used by a kindergarten teacher in the practice was focused on by utilizing the concept of institutional logics in the New Institutional Theory. The author interviewed a kindergarten teacher who had been working on child-rearing support from an early stage. Analysis of the interview data showed that the contradiction between the market logic and community logic triggered the reformation of child-rearing support practice. In addition, it was clarified that the subject was reconstructing her identity by strengthening her autonomy.

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