Bunkyo University, Faculty of Human Science
Bunkyo University, Faculty of Human Science, part-time lecturer
Shirayuri University, Research and Education Center for Lifespan Development
Saitama University, Faculty of Education
抄録
The purposes of this study were to clarify (1) what type of person teachers expected their pupils to become, (2) teachers’ ideas of cooperativeness, and (3) how teachers assess pupils’ cooperativeness. Teachers in elementary schools, junior high schools, and senior high schools were surveyed. Teachers’ expectations regarding the type of person pupils would become mostly coincided with their vision of a cooperative child. This view included aspects of active cooperativeness (e.g. collaborative problem-solving and cooperation) as well as the ability to take others’ points of view and respect for norms. Aspects of passive cooperativeness, i.e. being more conciliatory and tending to conform, were rated low in terms of what type of person pupils would become and teachers’ ideas of cooperativeness. When teachers assessed pupils’ tendency to cooperate, they rated schoolchildren in lower grades as highly cooperative and they rated the ability to take others’ points of view and the ability to collaboratively solve problems higher from the upper grades of elementary school to junior high school. However, some junior high school pupils tended to be more conciliatory and conform and to be self-centered or uncooperative.
教師が考える児童生徒の協調性
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