@article{oai:naruto.repo.nii.ac.jp:00025331,
 author = {小野, 由美子 and 前田, 美子 and 中村, 聡 and ONO, Yumiko and MAEDA, Mitsuko and NAKAMURA, Satoshi},
 journal = {鳴門教育大学学校教育研究紀要, Bulletin of Center for Collaboration in Community Naruto University of Education},
 month = {Feb},
 note = {本稿では青年海外協力隊「現職教員特別参加制度」によってY 国に派遣された教員A の異文化体験による意識変容をケースヒストリーとして記述分析した。A の場合，赴任から半年を経た第３回調査（２０１２年１２月）において旅行者から生活者への視点の変化が観察され，自らの活動や国際協力を内省的に見つめなおしていることがうかがえた。赴任先の文化の違いを受容する発言は第３回調査から始まり，赴任後約１年経った第４回調査（２０１３年５月）及びインタビュー（２０１３年７月）でも確認された。「人を変えようとするのではなく，自分が変われば見方も変わる」という柔軟な姿勢や「物事がうまくいかないときは割り切って，次の手立てを考える」という態度はＹ国における異文化体験以前に，日本の教育困難校での教職経験の中で獲得したものではないかと推測された。, This study describes the intercultural experiences by a female teacher as a case history. She participated in a Japanese Overseas Volunteer Program for incumbent teachers and was dispatched to a developing country. The analysis of a series of questionnaire surveys indicated a significant change in perspective in the third questionnaire (6months from dispatch) : a change from a tourist view to a local resident perspective. Critical reflection was observed in her comments in the third questionnaire on own activity as a volunteer and on international cooperation. After almost one year from dispatch, her comments showed acceptance of cultural differences (4th survey in May 2013 & interview in July 2013). Her flexibility was reflected in the comments like “ Not to change others, but if I change, the world looks different” and “ if things don’t go well, I try not to feel it too bad, but just think about next strategy”. It was understood that this flexible attitude had been acquired through her teaching experience in a Japanese school with difficulty before her eyperience in the developing country.},
 pages = {75--86},
 title = {青年海外協力隊に参加した現職教員の意識変容のケースヒストリー},
 volume = {28},
 year = {2014},
 yomi = {オノ, ユミコ and マエダ, ミツコ and ナカムラ, サトシ}
}