<論文>教育政策の展開にみる学校現場の「回避・復元傾向」に関する分析 --教育のICT化とカリキュラム・マネジメントに着目して--

Abstract

Schools exhibit tendencies to avoid changes in response to external pressures and to revert to their previous state when changes occur (hereinafter referred to as `avoidance/restoration tendency'). In this study, we aimed to clarify teachers' perceptions that influence these avoidance and reversion tendencies, focusing on two policies: the implementation of `one device per student' and the promotion of `curriculum management.' Interviews were conducted with 11 teachers from public elementary and high schools across six municipalities. The analysis focused primarily on teachers' perceptions of `burden' and `value' regarding new policies, comparing different schools within the same region, different school types, within the same school, and across different professional hierarchies. The results confirmed that the following factors influence how teachers perceive `burden' and `value': 1)students' abilities and career paths, 2)whether teachers have a clear image of policy implementation, 3)school-specific cultures in traditional and college-preparatory schools, 4)differences in the scope of discretion between school stages, and 5)varying levels of policy ownership consciousness based on professional position and school stage.