An analysis of the determinants of educational practice in the school for the blind : with a focus on teacher's narratives of the career education

モウガッコウ ニ オケル キョウイク ジッセン ノ キテイ コウゾウ : キャリア キョウイク オ メグル キョウシ ノ カタリ オ テガカリ ニ

サトウ, タカノリ

Sato, Takanori

オオサカ ダイガク ダイガクイン ニンゲン カガク ケンキュウカ シャカイガク ニンゲンガク ジンルイガク ケンキュウシツ

Sociology, Anthropology and Philosophy, Graduate School of Human Sciences, Osaka University

キャリア教育

教師の日常世界

質的ケース研究

解釈主義的アプローチ

The idea of the career education penetrates now in the domain of the special support education and, as a central action to realize it, the workplace training is carried out in much special support schools. In that case, what kind of events The teachers who actually develope the workplace training activity in each special support schools have encountered with concretely through the process and have given a meaning as what kind of reality in those events and coped with them? After all, in what way does the teacher who live in the daily life of the special support school define a career education and generate the recognition of the educational acts? A purpose of this paper is to consider these questions by analyzing narratives of the teacher working at school for the blind about the career education on the basis of interpretive approach. In doing so, we specify the contextual conditions that constrain or enable the career education in the school for the blind. The things that became clear from analysis are next. (1) Through practice to categorize students as the naive and vulnerabl object, the workplace training as the educational acts was produced in a certain type of form reasonably. (2) The action of the workplace training was constrained by many factors concerning with the inside state of the organization, like the lack of human resources and lack of the social network or rigidity of the organization administration, and institutional barrier and prejudice to the disabled person category being located outside the school organization.