This paper examines the effectiveness of "process record-exercises (PRE)" on Yogo teacher (Japanese school nurse)'s self-understanding and student-understanding. PRE consisted of three parts, ① attitude analysis, ② examination of a sense of incongruity and ③ role-playing. Participants were three Yogo teachers of junior high schools. They were instructed to create a process record picking up one scene from those of treating students with some sort of troubles, and they took part in individual monthly PRE with the facilitator over a three months period. The results showed that all participants had become more aware of their own feelings and thoughts behind their behavior to the students. They also had increased their understanding of the students' feelings and thoughts. However, some participants seemed to feel fear or pain to reflect on themselves and their behavior, so that to have conflict feelings for facing themselves and students. Conducting PRE more effectively, a facilitator need to go along with participants respecting their ambivalent feelings without forcing them to deepen their awareness.
雑誌名
鳴門教育大学学校教育研究紀要
雑誌名(英)
Bulletin of Center for Collaboration in Community Naruto University of Education
巻
34
ページ
17 - 26
発行年
2020-02
出版者
鳴門教育大学地域連携センター
出版者(別表記)
Center for Collaboration in Community, Naruto University of Education
「プロセスレコード演習」が養護教諭の自己理解と生徒理解にもたらす効果
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