学校組織における「教育改革」への意味付与の様相 : 志木市立A中学校における03～05年度の事例分析

近年、教育改革が多様に展開しているが、学校と改革諸施策の提案者の間での意味形成過程の相違にはほとんど関心が向けられずにきた。本稿の目的は、学校内部の視線で教育改革が浸透していく過程を描き出すことである。そのために、志木市立A中学校で観察調査を実施した。観察結果をPolanyi.の暗黙知の理論における意味の創発の考え方に依拠して分析した結果、学校内部からの「教育改革」への意味付与過程には4つの段階があると考えられた。それは、①新たな試みがこれまでの実践を支える理念の枠組みの中に位置付くように考えら、うまく位置付かない場合には、別のものとして扱われる段階、②多くの具体的諸細目が教員にとって切実な課題となり、それらの課題を解決するために焦点的に感知される段階、③複数の諸細目が、カテゴリー化され包括的に意味づけられる段階、④包括的に意味づけられた諸細目が、さらに上位レベルの意味から全体従属的に感知される段階の4つである｡以上から、短期間での数値化された政策実施評価だけではなく、長期間にわたる学校での教育実践の意味変容、行動変容に着目する質的な評価も重要であることが指摘される。In recent years de-centralization of educational administration have been launched. And there are many educational reforms by many actors. But, only few attempts have so far been made at difference of sense making process between the schools and the planner of reforms. The purpose of this paper is to explain the process established the educational reforms by making teachers new sense of educational practice.For that reason, I made an observation for 3 years at A Junior High School in Shiki City. And I analysis its data according to theory of Tacit Knowledge and emergence to upper sense, thought of Polanyi, M. (1962, 1966) . The result of the analysis was that, there were four phase making new sense of educational reform in school organization. Detailed account of four phase is given below.1. The phase that new experiments were setting in frame of policy supported before practice. If it was out of frame, it regard as no connection with everyday practice.2. The phase of focal awareness. Many particulars made a matter of interest for teachers.3. The phase of subsidiary awareness. In A Junior High Schools case, a sense emergence from particulars-for example Conference of A Schools Brook, safety network, and so on, as experiments that change relationship between the school and community. And second sense emergence from particulars-for example Team Teaching,English conversation, information literacy, morning readings and so on, as challenge to rise achievement.4. The phase of heading awareness as comprehensive entity. So, the teachers think and action as \u27Educational Reforms of Shiki City\u27.These results lead to the conclusion that, Evaluation are necessary not only by numeral value in short term, but also by quality of sense making in long term