保育者の保有する教員免許と研修に関する一考察 : 幼稚園教諭・認定こども園保育教諭の教員免許上進を中心に

本稿は，日本における保育者（幼稚園教員・保育所保育士，認定こども園保育教諭）の教員免許と研修に関して検討を行うことを目的としている。多くの保育者は，短期大学で養成されており，幼稚園2種免許を保有している。文部科学省は現在，2種から1種への教員免許の上進を進めている。また，専門職である保育者は，継続的に研修を受けて彼らの持つ専門性を向上しなければならない。本稿においては，幼稚園教員と認定こども園保育教諭に焦点化し，彼ら自身が教員免許の上進や研修についてどのように考えているのか，アンケート調査によって明らかにした。彼らはこれまで，生活・仕事の多忙や上進方法が分からなかったこと，上進の必要性を感じないことなどによって，教員免許を上進してこなかった。今回の研修によって彼らが上進しようと考えた理由は，管理職になるために1種免許が必要になったこと，近隣で研修が開催されたこと，専門性を向上させるため，といったことである。私たちは今後も，教員免許上進と研修を結び付けた有効なシステムを考えていかなければならない。This paper aims to study early childhood education (ECE) teacher certification and in-service teacher training in Japan. In Japan, most ECE teachers are trained in junior college and hold second class teachersʼ licenses. The Ministry of Education, Culture, Sports, Science and Technology (MEXT) recommends that ECE teachers hold upgraded licenses. ECE teachers continuously take training and certificate their professional abilities. We study how ECE teachers who took license upgrade training consider their own license upgrade and teacher training. The questionnaire survey shows that teachers who have not upgraded their licenses until now were motivated by being busy at work and in life, not knowing how to upgrade, seeing no necessity in upgrading, and so on. Moreover, teachersʼ reasons for taking upgrade training include improving their professional ability, the necessity of having an upgraded license to become an ECE administrator, the fact that a training course was held near their home, and so on. We must consider expanding the useful system of teacher training and the related license upgrading process

若手保育者の環境構成力の形成過程に関する研究 : キャリアステージという観点から

We conducted semi-structured interviews of eight new early childhood educational teachers with 1-3 years\u27 experience, analyzing them under the Grounded Theory Approach. Participants learned the basic theory of environment creation in university classes and applied it through practical training with teachers. Over the long-term course of one year, they learned to respond flexibly according to the situation while actually creating environments with children in the field and considering the balance between environment creation and direct assistance. Colleague teachers\u27 presence in this process is valuable. However, they sense differences, such as relationships with other classes and other grades, and balance or conflict between independence and intention occasionally develop. Therefore, examining new teachers\u27 processes for forming environment creation ability is important for improving teaches quality

Group solidarity and social order in Japan

This paper seeks to explain why Japan has attained a higher level of social order than comparably developed western national societies. To do so, it distinguishes the attainment of local order in social groups from the global order in national societies. Recent models of spontaneous, self-organizing order are insufficient to account for global order. In contrast to the more popular normative explanation of order in Japan, which holds that a consensus on fundamental values derived from Confucian roots is an essential cause, this paper proposes a solidaristic theory built on rational choice premises. This new theory views global order as a by-product of dependence and visibility mechanisms within key social groups such as families, schools and firms. A wide range of comparative evidence reveals that the solidaristic theory provides a superior explanation of the high level of social order in Japan than the normative one