"Team" as Collaborative Collegiality : A Perspective from Clinical Sociology of Schooling(<Special Issue>Diversification of Research Field in Educational Studies)

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  • 協働の同僚性としての《チーム》 : 学校臨床社会学から(<特集>教育現場の多様化と教育学の課題)
  • 協働の同僚性としての《チーム》--学校臨床社会学から
  • キョウドウ ノ ドウリョウセイ ト シテノ チーム ガッコウ リンショウ シャカイガク カラ

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The Japanese teacher community has developed a "limited collegiality" unique to Japan, which means that they avoid intruding on other teachers' privacy and are unwilling to engage in an open dialogue regarding their teaching practice. In the context of privatization and the culture of teaching this allows for a "class kingdom." This collegiality does not always work in favor of schools which are required to practice autonomous and voluntary school management. The absence of collaboration allows teachers - as individuals - to work in a comfortable and unquestioned manner. Due to this lack of collaboration and exchange of opinions, teachers have not grasped the seriousness of the problem. In this paper, we are going to explore the issue regarding the future of collegiality in the culture of teaching in Japan pertaining to the clinical sociology of schooling. We will study Interdisciplinary Team Care as it is practiced in the medical field as a style of collegiality for teachers that forms the basis for autonomous and voluntary school management. We will also address the idea of a "team" regarding collegiality. The term "team" consists of individual specialization as a main structural principle and flexibility as a chief structural characteristic. Utilizing "teams" will present the possibility for a new collaborative collegiality to teachers in Japan. Japanese teachers have embodied the unique characteristic of "grouping orientation" in the history of schooling for over 100 years. In this paper, we are going to discuss some projects which the present schools are practicing as examples of education via a "team".

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