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イギリス新教育運動期における「時間割」と教師の専門性―クロノロジカルな時間をめぐる史的ダイナミズム―
https://doi.org/10.14993/00000598
https://doi.org/10.14993/000005984e34bab0-9741-4518-b841-9380144b9ffa
| 名前 / ファイル | ライセンス | アクション |
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P009-028.pdf (3.6 MB)
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| アイテムタイプ | 紀要論文 / Departmental Bulletin Paper(1) | |||||||||||||
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| 公開日 | 2012-09-20 | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | イギリス新教育運動期における「時間割」と教師の専門性―クロノロジカルな時間をめぐる史的ダイナミズム― | |||||||||||||
| 言語 | ja | |||||||||||||
| タイトル | ||||||||||||||
| タイトル | Transition in ‘time-tables’ and teacher’s professionalism; the dynamic challenge to ‘chronological time’ in the New Education Movement in England | |||||||||||||
| 言語 | en | |||||||||||||
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| 言語 | jpn | |||||||||||||
| 資源タイプ | ||||||||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||||||||
| 資源タイプ | departmental bulletin paper | |||||||||||||
| ID登録 | ||||||||||||||
| ID登録 | 10.14993/00000598 | |||||||||||||
| ID登録タイプ | JaLC | |||||||||||||
| アクセス権 | ||||||||||||||
| アクセス権 | open access | |||||||||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||||||||
| 著者 |
山﨑, 洋子
× 山﨑, 洋子
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| 抄録 | ||||||||||||||
| 内容記述タイプ | Abstract | |||||||||||||
| 内容記述 | In this article I try to clarify historical developments and challenges to the time-table conceived as a matrix of ‘chronological time’, of days and hours. This challenge occurred during the New Education Movement in England, a distinctive aspect of how teachers tried to acquire professional autonomy for their work and professional status. As is known, the New Education Movement in England unfolded a philosophy of education wherein “it is widely held that children should be allowed, as far as possible, to proceed at their own pace,” as eventually acknowledged in the official Hadow Report, The Primary School published by the British government in 1931. As the conclusion to a process of transition in time-tables over a period of fifty years, three critical phases have been identified: (a) ’the demand for free time-tabling’ as in the curriculum of an independent foundation, King Alfred School, Hampstead,（1898-）drawn up by the educationist J. J. Findlay in deliberate contrast to the strict rules and time-disciplines of the British government's Education Code of 1870 and New Code of 1893; (b) ‘the creation of varied time-tables’ to maintain both efficiency and freedom as evidenced by one of the Board of Education's Special Reports on Educational Subjects, Vol. 6, Preparatory Schools for Boys: Their Place in English Secondary Education in 1900 and the book School Organisation written by S. E. Bray, a school inspector for London County Council, in1905; (c) ‘the paradoxical expanding of applied free time-tables’ like developing a Record of Work for understanding children's progress by the headteacher E. F. O’Neill, and the Dalton plan within state schools, as introduced and advocated by the progressive teacher A. J. Lynch. In the dynamism of these three phases, four oppositional features may be identified; strictness (predetermined timetable to be rigidly followed), diversification (various possibilities but within the framework of a set timetable), flexibility (a timetable that can be adapted and changed according to need as the day progresses), and spontaneity (really the absence of a timetable, allowing anything to happen). From this progressive period in the history of the profession we might be inspired to learn that teachers should reject passive acceptance of rules and customs, and rather develop more engagement and fulfillment through radical reflection, developing their personal philosophy and art of pedagogy and education. | |||||||||||||
| 言語 | en | |||||||||||||
| 書誌情報 |
ja : 教育学研究論集 en : Research Bulletin of Education 巻 4, p. 9-28, 発行日 2009-03-31 |
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| 出版者 | ||||||||||||||
| 出版者 | 武庫川女子大学 | |||||||||||||
| 言語 | ja | |||||||||||||
| ISSN | ||||||||||||||
| 収録物識別子タイプ | PISSN | |||||||||||||
| 収録物識別子 | 2187-7432 | |||||||||||||
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| 収録物識別子タイプ | NCID | |||||||||||||
| 収録物識別子 | AA12392151 | |||||||||||||
