<研究ノート>特別支援教育における教員の専門性に関する一考察 --普通学校における専門性との差異に着目して--

Abstract

With the rapid changes in society, there is a need for a shift in education. In this context, the abilities required of teachers are being examined by the Central Council for Education. It has been pointed out that when examining the expertise of teachers, primary and secondary school teachers were taken into consideration. However, with the promotion of inclusive education, it is important to consider the common expertise in special needs education and regular education curriculum in various elements of expertise such as learning guidance and student guidance. With this in mind, we will examine the differences in expertise between special needs schools and regular schools. An interview survey was conducted with teachers licensed to teach at regular high schools about their time working at special needs schools. As a result, the following three points became clear. First, while regular schools are based on group instruction, special needs schools focus on individual instruction. Secondly, there is a difference in the way the students are treated. When students do not understand the instruction, they tend to think that it is their own fault, whereas in the regular schools, they tend to think that it is the teacher's fault if the students do not understand what is being taught. This is in the context of teaching that takes into account students' disabilities. Thirdly, the attitude and culture for learning exists among teachers. This is thought to be due to the busy workload of teachers. Based on the above findings, it will be necessary to review the conventional expertise.