⡿ᅜࡢᩍᖌᩍ⫱⪅࡟ࡳࡿ professional identity ࡢከᵝᛶ㸫♫఍⛉ᩍ⫱ࢆ஦౛࡜ࡋࡓᩍ⛉ほ࡜ᩍᖌᩍ⫱⪅ほ࡟╔┠ࡋ࡚㸫The Diversity of Professional Identities amongst Teacher Educatorsin the United States㸸
With a Focus on Views on Curriculum and Teacher Educators in Social Studies Educationᒸ⏣஢♸*࣭ ᇼ⏣ ㅍ**࣭ ᮧ஭኱௓***࣭ Ώ㑓ᕦ****࣭ ⏣ཱྀ⣫Ꮚ*****࣭ ⏣୰ఙ******

This paper is a case study of three teacher educators involved in social studies pedagogy at the same American university. It
analyses the personal identity㸦the teacher educators’ views on teaching and research in their capacity as professionals㸧possessed byeach by demonstrating the features of and differences in how each engages with teaching and research as evident from an interview
survey. The three educators are Bruce VanSledright, Jennifer James, and Sonia Janis.
Specifically, the procedure was as follows. Firstly, we organised the three educators’ views on teaching social studies andteacher education on the basis of an emergent method as well as designed an analytic method and framework for speech. I designed
these by holding a seminar after having read through the contents of the interview protocols, carefully analysing and faithfully deriving
points at issue from the speech of the three educators. This allowed me to construct the paper’s central themes. As a result, this paper
revolves around the three themes of 㸦ͳ㸧   㸦analysis of research interest and duty situation㸧,㸦ʹ㸧
the mission of a teacher educator as seen from the aims of social studies㸦analysis of view on social studies㸧, and 㸦͵㸧the mission ofa teacher educator as seen from social responsibility㸦analysis of view on teacher educators㸧.
Next, we examined the interview speech to analyse how each of the three teacher educators understood the threeabovementioned perspectives. Based on this, we derived each person’s professional identity and compared them. As a result,professional identity appeared in various forms, despite being involved in social studies education at the same university. Moreover, itemerged that this diversity of professional identities depended on differences in each person’s view on society, view on teaching, viewon research, and position at the university.

Keywords: teacher educators, professional identity, social studies, curriculum aims, social responsibility, diversity,
life storiesᮏ✏ࡣ㸪⡿ᅜࡢྠࡌ኱Ꮫ࡛♫఍⛉ᩍ⫱࡟㛵ࢃࡿ㸱ྡࡢᩍᖌᩍ⫱⪅ࢆ஦౛࡜ࡋ㸪࢖ࣥࢱࣅ࣮ࣗㄪᰝࢆ㏻ࡋ࡚ឤࡌࡽࢀࡓྛࠎࡢᩍ⫱࣭◊✲࡬ࡢ㛵ࢃࡾ᪉ࡢ≉ᚩ࡜㐪࠸ࢆ♧ࡍࡇ࡜࡛㸪ྛࠎࡀᣢࡘ professional identity㸦ᑓ㛛⫋࡜ࡋ࡚ࡢᩍᖌᩍ⫱⪅ࡢᩍ⫱ほཬࡧ◊✲ほ㸧ࢆศᯒࡋࡓࡶࡢ࡛࠶ࡿࠋᑐ㇟࡜ࡋࡓ㸱ྡ࡜ࡣ㸪Bruce VanSledright㸪Jennifer James㸪Sonia Janis ࡛࠶ࡿࠋලయⓗ࡞ᡭ⥆ࡁࡣḟࡢ࡜࠾ࡾ࡛࠶ࡿࠋࡲࡎ㸪㸱ྡࡢ♫఍⛉ᩍ⫱ほཬࡧᩍᖌᩍ⫱ほ࡟ࡘ࠸࡚࢚࣐࣮ࢪ࢙ࣥࢺἲࢆཧ⪃࡟ࡋ࡚ᩚ⌮ࡋ㸪ㄒࡾࡢศᯒ᪉ἲ࡜ᯟ⤌ࡳࢆタィࡋࡓࠋタィࡢ᪉ἲࡣ㸪࢖ࣥࢱࣅ࣮ࣗࡢࣉࣟࢺࢥࣝࢆㄞࡳ㎸ࢇࡔ≧ែ࡛◊✲఍ࢆ⾜࠸㸪㸱ྡࡢㄒࡾࢆㄞ
ࡳゎࡁ࡞ࡀࡽ㸪ㄒࡾ࠿ࡽぢ࠼ࡿㄽⅬࢆࣉࣟࢺࢥࣝࡢෆᐜࢆᇶ࡟ᛅᐇ࡟ᑟࡁฟࡋ㸪ㄽᩥᵓᡂࡢ㍈࡜࡞ࡿࢸ࣮࣐ࢆᵓ⠏ࡋࡓࠋࡑࡢ⤖ᯝ㸪ᮏ✏ࡣձᩍᖌᩍ⫱⪅ࡢ⫼ᬒ㸦◊✲㛵ᚰ࡜໅ົᐇែࡢศᯒ㸧㸪ղ♫఍⛉ࡢ┠ᶆ࠿ࡽぢࡿᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢ౑࿨㸦♫఍⛉ほࡢศᯒ㸧㸪ճ♫఍ⓗ㈐௵࠿ࡽぢࡿᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢ౑࿨㸦ᩍᖌᩍ⫱⪅ほࡢศᯒ㸧㸪࡜࠸࠺㸱ࡘࡢ㍈ࢆྲྀࡗࡓࠋ
ḟ࡟㸪㸱ྡࡢᩍᖌᩍ⫱⪅ࡀୖグ㸱ࡘࡢどⅬࢆ࡝ࡢࡼ࠺࡟ᤊ࠼࡚࠸ࡿ࠿ࢆ࢖ࣥࢱࣅ࣮ࣗࡢㄒࡾ࠿ࡽศᯒࡋࡓࠋࡑࡋ࡚㸪ࡑࢀࢆ㋃ࡲ࠼㸪ྛࠎࡢ professional identity ࢆᑟࡁฟࡋ㸪ẚ㍑⪃ᐹࡋࡓࠋࡑࡢ⤖ᯝ㸪⡿ᅜࡢྠࡌ኱Ꮫ࡛♫఍⛉ᩍ⫱࡟㛵ࢃࡗ࡚࠸ࡿࡢ࡟ࡶᣊࢃࡽࡎ㸪ᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢᅾࡾ᪉ࡣ㸪ࠕᣦᑟ⪅ࠖࠕຓゝ⪅ࠖࠕ፹௓⪅ࠖ࡜࠸ࡗࡓከᵝ࡞ᙧࡀ⌧ࢀ࡚࠸ࡓࠋࡑࡋ࡚㸪ࡑࡢከᵝᛶ࠿ࡽ㸪ྛࠎࡢ professionalidentity ࡣ㸪ᙼ/ᙼዪࡽࡢࡶࡘ♫఍ほ㸪ᩍ⫱ほ㸪◊✲ほ㸪኱Ꮫ࡟࠾ࡅࡿ❧ሙࡢᕪ␗࡟ࡼࡗ࡚⌧ࢀ࡚࠸ࡿࡇ࡜ࡀᾋ࠿ࡧୖࡀࡗ࡚ࡁࡓࠋ࣮࣮࢟࣡ࢻ㸸ᩍᖌᩍ⫱⪅㸪SURIHVVLRQDOLGHQWLW\㸪♫఍⛉㸪ᩍ⛉ࡢ┠ᶆ㸪♫఍ⓗ㈐௵㸪ከᵝᛶ㸪ࣛ࢖ࣇࢫࢺ࣮࣮ࣜ*⪷ᚨ኱Ꮫ኱Ꮫ㝔ᩍ⫋◊✲⛉ **ᅜ❧ᩍ⫱ᨻ⟇◊✲ᡤ ***㟼ᒸ኱Ꮫᩍ⫱Ꮫ㒊 ****᪥ᮏዪᏊ኱Ꮫே㛫♫఍Ꮫ㒊 *****㮵ඣᓥ኱Ꮫᩍ⫱Ꮫ㒊 ******ᒱ㜧኱Ꮫᩍ⫱Ꮫ㒊㸯㸬ࡣࡌࡵ࡟㸦㸯㸧◊✲┠ⓗ㸪᪉ἲཬࡧ◊✲ᑐ㇟ ᮏ◊✲ࡢ┠ⓗࡣ㸪ᩍဨ㣴ᡂࡢᇶ┙࡜࡞ࡿ♫఍ⓗ㸪ᩥ໬ⓗ㸪ไᗘⓗ㸪Ṕྐⓗ≧ἣࢆศᯒࡍࡿࡇ࡜ࢆ㏻
ࡋ࡚㸪ᩍᖌᩍ⫱⪅ࡀᣢࡘ professional identity ࡢከᵝᛶࢆᥥࡃࡇ࡜࡛࠶ࡿࠋprofessional identity ࡜ࡣ㸪ᑓ㛛⫋࡜ࡋ࡚ࡢᩍᖌᩍ⫱⪅ࡢᩍ⫱ほཬࡧ◊✲ほࢆࡉࡍࠋᮏ◊✲ࡣᵝࠎ࡞ᆅᇦࡸᅜࡢ◊✲ᶵ㛵࡟໅ົࡍࡿ♫఍⛉ᩍ⫱ࢆࣇ࢕࣮ࣝࢻ࡜ࡍࡿᩍᖌᩍ⫱⪅࡬࢖ࣥࢱࣅ࣮ࣗࢆ⾜࠸㸪ྛࠎࡀ⪃࠼ࡿ♫఍⛉ᩍ⫱ࡸᩍᖌᩍ⫱ࡢ⌮ᛕࢆㄪᰝࡋ࡚࠸ࡿ㸦㸯㸧ࠋ◊✲᪉ἲࡣ༙ᵓ㐀໬࢖ࣥࢱࣅ࣮ࣗࢆ࣮࣋ࢫ࡜ࡋࡓࣛ࢖ࣇࢫࢺ࣮࣮ࣜἲ࡛࠶ࡿࠋ୍㐃ࡢ◊✲࡛ࡣ㸪◊✲⪅ࡢᩍဨ⤒㦂㸪◊✲㛵ᚰ㸪኱Ꮫ࡛ࡢᙺ๭࡞࡝࡟╔┠ࡋ࡚㸪ྛࠎࡀᣢࡘ♫఍⛉ᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢᩍ⫱ほ࣭◊✲ほࢆㄪᰝࡍࡿࡓࡵ㸪௨ୗࡢ㉁ၥ஦㡯ࢆタᐃࡋࡓࠋ࣭ࢹࣔࢢࣛࣇ࢕ࢡࢫࡢ☜ㄆ࣭࠾஫࠸ࡢࠕ඾ᆺⓗ࡞୍㐌㛫ࠖࢆẚ࡭࡚ࡳࡲࡋࡻ࠺ࠋ࣭࠶࡞ࡓࡢࡇࡇ㸳ᖺࡢ࠾ࡍࡍࡵࡢᇳ➹≀㸦ㄽᩥ㸪ཎ✏㸪Ⓨಙ≀࡞࡝ࢆྵࡴ㸧ࢆ㸱ࡘᩍ࠼࡚ࡃࡔࡉ࠸ࠋ࣭࠶࡞ࡓࡣࠕ♫఍⛉ࠖࡢ┠ᶆࢆఱࡔ࡜ᛮ࠸ࡲࡍ࠿ࠋ࣭Ꮫᰯࡸ♫఍࡜࡝ࡢࡼ࠺࡟㛵ࢃࡗ࡚࠸ࡲࡍ࠿ࠋ࣭࠶࡞ࡓࡢ♫఍ⓗ㈐௵ࢆ࡝ࡢࡼ࠺࡟ᐃ⩏ࡋࡲࡍ࠿ࠋ࣭
ࠕ࠶࡞ࡓࡣ researcher ࡛ࡍ࠿㸽ࡑࢀ࡜ࡶ Educator ࡛ࡍ࠿㸽ࠖ࡜ᑜࡡࡽࢀࢀࡤ㸪࡝ࡢࡼ࠺࡟⟅࠼ࡲࡍ࠿ࠋ࢖ࣥࢱࣅ࣮ࣗࡣ㸪➨୍࡟⮬㌟ࡀ≉ᚩⓗࡔ࡜⪃࠼ࡿ㸯㐌㛫ࢆタᐃࡋ࡚ࡶࡽ࠸㸪ᙜヱᮇ㛫ࡢࢫࢣࢪ࣮ࣗࣝ࡟㛵ࡍࡿ㉁ၥ࣭ᑐヰࢆ⾜࠺୰࡛㸪ᩍ⫱࣭◊✲࣭♫఍ࢧ࣮ࣅࢫ࡟඘࡚ࡿ᫬㛫࡜ࡑࡢᚲせᛶࢆᑜࡡࡿࠋࡇࢀ࡟ࡼࡾ㸪㑅ᢥࡋࡓ㐌࡟࠾ࡅࡿ௙஦࡜⏕ά㸪࠾ࡼࡧάືࡢඃඛ㡰఩ࢆ᫂☜࡟ࡍࡿࠋ➨஧࡟㸪㐣ཤ࡜⌧ᅾࡢ◊✲㛵ᚰ࡟ࡘ࠸࡚㸪⮬㌟ࢆ௦⾲ࡍࡿㄽᩥࢆᥦ♧ࡋ࡚ࡶࡽ࠸㸪ࡑࡢෆᐜࢆㄝ᫂ࡋ࡚ࡶࡽ࠺స
ᴗࢆ㏻ࡋ࡚᫬⣔ิⓗ࡟◊✲ࡢ⛣⾜࡜Ⓨᒎࢆᢳฟࡍࡿࠋ➨୕࡟㸪⮬㌟ࡢ◊✲⫼ᬒ㸪࢟ࣕࣜ࢔㸪♫఍⛉ほ㸪ᩍᖌᩍ⫱ほ㸪࠾ࡼࡧࡑࡢ௚ࡢ㛵㐃᝟ሗࢆ⪺ࡁྲྀࡿ୰࡛㸪ᑐ㇟⪅࡟ෆᅾࡋ࡚࠸ࡿᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢ professional identity ࢆㄪᰝࡍࡿࠋ ᮏ◊✲ࡣ⥅⥆◊✲࡛࠶ࡿࠋᚋ⸨ࡣ᪥ᮏே◊✲⪅ࢆᑐ㇟࡟㸪♫఍⛉ᩍᖌᩍ⫱⪅ࡢከᵝᛶࢆ᫂ࡽ࠿࡟
ࡋ࡚࠸ࡿࠋTanaka ࡽࡣ᪥ᮏ࡜ࣇ࢕ࣥࣛࣥࢻࡢ♫఍⛉ᩍᖌᩍ⫱⪅㸪ィ㸲ྡࢆᑐ㇟࡟ㄪᰝ࣭ẚ㍑ࢆ⾜࠸㸪ྛࠎࡢ◊✲࣭ᩍ⫱࣭♫఍ࡢ㸱㡿ᇦࡢᤊ࠼᪉࡜ࡑࡢ㛵ಀᛶࡀ኱ࡁࡃ␗࡞ࡿࡇ࡜ࢆ᫂ࡽ࠿࡟ࡋ࡚࠸ࡿ㸦㸰㸧ࠋ ᮏ✏࡛ࡣ㸪⡿ᅜࡢྠࡌ኱Ꮫ࡛♫఍⛉ᩍ⫱࡟㛵ࢃࡿ Bruce VanSledright㸦ࣈ࣮ࣝࢫ࣭ࣦ࢓ࣥࢫࣞࢵࢻ
ࣛ࢖ࢺ㸧
㸪Jennifer James㸦ࢪ࢙ࢽࣇ࢓࣮࣭ࢪ࢙࣮࣒ࢫ㸧㸪Sonia Janis㸦ࢯࢽ࢔࣭ࢪ࢙ࢽࢫ㸧ࡢ㸱ྡࡢ◊✲⪅ࢆ஦౛࡜ࡋ㸪࢖ࣥࢱࣅ࣮ࣗㄪᰝࢆ㏻ࡋ࡚ឤࡌࡽࢀࡓྛࠎࡢᩍ⫱࣭◊✲࡬ࡢ㛵ࢃࡾ᪉ࡢ≉ᚩ࡜㐪࠸ࢆ♧ࡍࡇ࡜࡛㸪ྛࠎࡀᣢࡘ professional identityࢆศᯒࡍࡿࠋ࡞࠾㸪࢖ࣥࢱࣅ࣮ࣗࡣ 2016 ᖺᗘ࡟⏣ཱྀ⣫Ꮚ㸪ⲡཎ࿴༤ࡀ⡿ᅜ࡟࡚ᐇ᪋ࡋࡓ㸦㸱㸧ࠋ㸦㸰㸧ศᯒᯟ⤌ࡳࡢタᐃ᪉ἲᮏ◊✲࡛ࡣ㸪㸱ྡࡢ♫఍⛉ほཬࡧᩍᖌᩍ⫱ほ࡟ࡘ࠸࡚࢚࣐࣮ࢪ࢙ࣥࢺἲࢆཧ⪃࡟ࡋ࡚ᩚ⌮ࡋ㸪ㄒࡾࡢศᯒ᪉ἲ࡜ᯟ⤌ࡳࢆタィࡋ࡚࠸ࡗࡓ㸦㸲㸧ࠋタィࡢ᪉ἲࡣ㸪ᇳ➹࣓ࣥࣂ࣮ࡀ࢖ࣥࢱࣅ࣮ࣗࡢࣉࣟࢺ
ࢥࣝࢆㄞࡳ㎸ࢇࡔ≧ែ࡛ 2017 ᖺ㸷᭶ 10 ᪥㸪11 ᭶
12 ᪥㸪12 ᭶ 17 ᪥࡟◊✲఍ࢆ⾜࠸㸪㸱ྡࡢㄒࡾࢆㄞࡳゎࡁ࡞ࡀࡽ㸪ㄒࡾ࠿ࡽぢ࠼ࡿㄽⅬࢆࣉࣟࢺࢥ
ࣝࡢෆᐜࢆᇶ࡟ᛅᐇ࡟ᑟࡁฟࡋ㸪ㄽᩥᵓᡂࡢ㍈࡜࡞ࡿࢸ࣮࣐ࢆᵓ⠏ࡋࡓࠋࡍ࡞ࢃࡕ㸪ㄽᩥᵓᡂࡣ┠ⓗㄽⓗ࡟❶❧࡚ࢆ⤌ࡴᙧ࡛ࡣ࡞ࡃ㸪ᇳ➹࣓ࣥࣂ࣮඲ဨ࡛ࣉࣟࢺࢥࣝࢆศᯒࡋ࡞ࡀࡽタィࡋࡓ㸦㸳㸧ࠋ ◊✲఍࡛ࡣ㸪ࡣࡌࡵ࡟ㄽᩥࡢ㦵᱁࡜ᵓᡂ࡟ࡘ࠸࡚㆟ㄽࢆᒎ㛤ࡋࡓࠋ㆟ㄽࡢ㍈ࡣ௨ୗ࡛࠶ࡿࠋ࣭♫఍ⓗ㈐௵࡜ࢫࢣࢪ࣮ࣗࣝࡣ኱ࡁࡃ㛵ࢃࡗ࡚࠸ࡿࡢ࡛㸪ࢫࢣࢪ࣮ࣗࣝࢆ᭩࠸ࡓ᪉ࡀⰋ࠸ࡢ࡛ࡣ࡞࠸࠿ࠋ࣭ࢫࢣࢪ࣮࡛ࣗࣝᕪู໬ࢆࡋࡓ᪉ࡀⰋ࠸ࡢ࡛ࡣ࡞࠸࠿ࠋྛࠎࡢ≉ᚩࡣࢫࢣࢪ࣮ࣗࣝ࡟ฟ࡚ࡃࡿࠋ
࣭࢝ࢸࢦ࣮ࣜཬࡧࢧࣈ࢝ࢸࢦ࣮ࣜࢆタᐃࡋ㸪ㄒࡾ࡜⾜ືࢆ㡰␒࡟ㄝ᫂ࡋ࡚࠸ࡃࠋ࣭࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࢆ⪃࠼ࡿࡢ࡛࠶ࢀࡤ㸪ࢫࢣࢪ࣮ࣗࣝࡀ኱஦࡟࡞ࡿࠋࡋ࠿ࡋ㸪ᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢᐇ㊶⌧ሙ࡬ࡢ㛵ࢃࡾ᪉࡟ࡍࡿࡢ࡛࠶ࢀࡤ㸪ࢫࢣࢪ࣮ࣗࣝࡣᢅࢃ࡞ࡃ࡚ࡶⰋ࠸ࡢ࡛ࡣ࡞࠸࠿ࠋ௨ୖࡢ㆟ㄽࡢ୰࡛㸪ᮏㄽᩥࡢ኱ᯟ࡜ࡋ࡚ࡢ┠ⓗࡣᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࢆศᯒࡍࡿࡇ࡜࡜ࡋࡓࠋࡑࡢ㝿࡟ࡣᑐ㇟⪅ࡢ㸱ྡࡀ⮬㌟ࡢࢫࢣࢪ࣮ࣗࣝ࡟♧ࡋࡓ௙஦ࡢෆᐜ࡜㔜ࡳ௜ࡅࢆศᯒࡋ㸪ྛࠎࡀ⪃࠼ࡿ♫఍ⓗ㈐௵ࢆㄞࡳゎࡃࡇ࡜࡟ࡋࡓࠋࡑࡢᚋ㸪㆟ㄽࡣ௨ୗࡢࡼ࠺࡟ᒎ㛤ࢆࡋࡓࠋ࣭ࢪ࢙ࢽࢫࡣ♫఍⛉ᩍ⫱ࡢ┠ⓗࢆ᫂☜࡟ㄒࡗ࡚࠸ࡿࠋᙼ࡜♫఍⛉ほ࡜⤡ࡵࡓࡶࡢ࡬࡜ᒎ㛤ࡋࡓࠋዪࡢၥ㢟㛵ᚰࡣ㸪Ꮚ࡝ࡶ㐩ࡀ༑ศ࡞ᩍ⫱ࢆཷࡅ࡚࠸࡞࣭♫఍⛉ࡢ┠ⓗ㸪research interest ࡜ࡶ㛵ࢃࡗ࡚࠸ࡿࠋᒓ࠸ࡇ࡜࡟↔Ⅼࢆᙜ࡚࡚࠸ࡿࠋࢪ࢙࣮࣒ࢫࡣ㸪ୡ⏺ࢆ⪃ᛶ࡜ interest ࡞࡝ࡣ⧅ࡆ࡚⪃࠼ࡿᚲせࡀ࠶ࡿࡔࢁ࠺ࠋ࠼ࡿ␗࡞ࡗࡓ᪉ἲࢆ⤂௓ࡍࡿࡇ࡜࡜ࡋ࡚࠸ࡿࠋࡇࢀ࣭┠ᶆ㸪♫఍⛉ࡢ࢔࢖ࢹࣥࢸ࢕ࢸ࢕㸪♫఍⛉ࡢᤊ࠼᪉㸪ࡣ㸪⮬㌟ࡀ୙ᐶᐜ࡛ᭀຊⓗ࡞≧ἣ࡟ࡶ┤㠃ࡋ࡚ࡁࡓࡇ♫఍⛉ほࡀ㛵ಀࡋ࡚࠸ࡿ㸽࡜ࡀᙳ㡪ࡋ࡚࠸ࡿࠋࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪Ꮚ࡝ࡶ࣭ㄽᩥࡢࢱ࢖ࢺࣝࢆ࡝࠺ࡍࡿ࠿㸽࡟ᙼࡽࡀఫࢇ࡛࠸ࡿୡ⏺ࡢ⌮ゎࢆᡭఏ࠺ࡓࡵ࡟♫఍࣭ᡃࠎࡀ♫఍⛉ᩍ⫱ࡢ◊✲⪅࡞ࡢ࡛㸪ࠕ♫఍⛉ᩍ⫱ࡢ┠⛉ࢆᩍ࠼ࡿ࡜ࡋ࡚࠸ࡿࠋ♫఍࡛ࡢၥ㢟≧ἣ࠿ࡽ♫఍⛉ᶆࠖࡣఱࡽ࠿ࡢᙧ࡛ධࢀ࡚࠾ࡁࡓ࠸ࠋ

ࢆᩍ࠼ࡿࡇ࡜ࡣၐ࠼࡚࠸࡞࠸ࠋᏊ࡝ࡶࡢどⅬ࠿ࡽఱࢆ࣭♫఍⛉ࡢ┠ᶆࢆ㍈࡟ࡋ࡚᭩ࡃᙧࡶ࠶ࡾᚓࡿࠋ

ఏ࠼ࡿᚲせࡀ࠶ࡿࡢ࠿ࢆ㏙࡭࡚࠸ࡿࠋࡇࡢ㎶ࡾ࡛㸪ㄒ࣭ᩍᖌᩍ⫱࡜ࡋ࡚ࡢㄽᩥ࡟ࡍࡿ࠿࡝࠺࠿ࠋᑓ㛛ᐙ࡜ࡋ࡚ࡾࡢᵝᘧࡀ࠿࡞ࡾ㐪ࡗ࡚࠸ࡿࠋ࣭ᩍᖌᩍ⫱ࢆᑓ㛛࡜ࡋ࡚⮬ぬⓗ࡟ㄒࡗ࡚࠸ࡿࢪ࢙ࢽࢫࡀࡢ࢔࢖ࢹࣥࢸ࢕ࢸ࢕࡜ࡍࡿࡢ࠿࡝࠺࠿ࠋㄽᩥࡢ
Research Question ࡣ㸽ୡ⏺ࢆබᖹබṇ࡞ሙᡤ࡟ࡍࡿ࡜ㄒࡗ࡚࠸ࡿࡇ࡜ࢆ㸪࡝࣭♫఍⛉ᩍ⫱ほࡢከᵝᛶࢆ♧ࡍㄽᩥࡣ࡝࠺࠿㸽⌧ᅾ㸪♫࠺⪃࠼ࡿࡢ࠿ࠋ⮬ศࡀ⨨࠿ࢀ࡚࠸ࡿ࣏ࢪࢩࣙࣥ࡜◊✲఍⛉ᩍ⫱ほࡀᅛᐃ໬ࡉࢀ࡚࠸ࡿࠋ♫఍⛉ᩍ⫱ࡢྍ⬟ᛶほ࣭ᩍ⫱ほࡣ㛵ಀ࠶ࡿࡢ࠿㸽ࡇࢀࡣಙᛕ࡞ࡢ࠿㸽⏕࠸ࢆࡦࡽࡃࡇ࡜ࡀ኱஦ࠋᢤᮏⓗ࡟Ⰽࠎ࡞ࣃࣛࢲ࢖࣒ࡀ࠶❧ࡕࡀ㛵ಀࡍࡿࡢ࠿㸽ࡿࡇ࡜ࢆ♧ࡍࠋࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪Ꮚ࡝ࡶࡢᛮ⪃ࢆඛ㥑ࡅ࡚ㄪᰝ࣭ศᯒࡋ࡚࠸ࡿ◊✲⪅࡛࠶ࡿࠋẶࡢ◊✲㛵ᚰ࡜ฟ⮬ࡢ㛵ಀ㸪ཬࡧࢪ࢙࣮࣒ࢫࡸࢪ࢙ࢽࢫࡢ◊✲㛵ᚰ࡜⏕࠸❧ࡕࡢ㛵ಀࢆㄞࡳゎࡃᚲせᛶࡀᣦ᦬ࡉࢀࡓࠋࡑࡇ࡛㸪࢔࢖ࢹࣥࢸ࢕ࢸ࢕࡬ᙳ㡪ࢆ୚࠼࡚࠸ࡿせ⣲ࡢ୍ࡘ࡜ࡋ࡚⮬㌟ࡢ⏕࠸❧ࡕࡀ㔜せ࡛࠶ࡿࡇ࡜ࡀඹ᭷ࡉࢀ㸪ฟ⮬࡜◊✲ほ࡜ࡢ㛵㐃ᛶ࡟㛵ࡍࡿ㆟ㄽ࡬࡜ᒎ㛤ࡋ࡚ࡺࡃࠋ ๓ẁ㝵࡛タᐃࡋࡓࠕᩍᖌᩍ⫱⪅ࡢ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࠖ࡜࠸࠺኱ᯟࢆ㸪ࡇࡢẁ㝵࡛ࡣ㸪ከᵝ࡞♫఍⛉ᩍᖌᩍ⫱⪅ീࢆ♧ࡍ㍈࡛⪃࠼࡚ࡺࡃࡇ࡜࡜ࡋࡓࠋࡍ࡞ࢃࡕ㸪ᮏ◊✲ࡢࢸ࣮࣐ࢆ♫఍⛉ᩍᖌᩍ⫱⪅ࡀᣢࡘᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢ࢔࢖ࢹࣥࢸ࢕ࢸ࢕ࡢከᵝᛶࢆศᯒࡍࡿࡶࡢ࡜タᐃࡋࡓࠋࡑࡢᚋ㸪ㄽᩥࡢලయⓗ࡞ㄽ⌮ᵓᡂ࡟㛵ࡍࡿ㆟ㄽ࡬࡜ᒎ㛤ࡋ࡚࠸ࡗࡓࠋ

࣭ࢪ࢙ࢽࢫࡣ NPO ࡸᅋయ࡟㛵ࢃࡗ࡚࠸ࡿ㸽ࢪ࢙ࢽࢫࡣ࣭㸦TANAKA ࡀ Cice ࡢㄽᩥ࡛♧ࡋࡓ㸧ࠕᏛᰯ࡜♫఍ࡢ㛵ࢡࣜࢽ࢝ࣝ෸ᩍᤵࠋᡤᒓࡍࡿ኱Ꮫ࡟㞄᥋ࡍࡿ㧗ᰯࡢᐇࢃࡾࠖࡑࡢࡲࡲࡢ❶ࡣ㞴ࡋ࠸ࠋ๓ࡢㄽᩥࡣ♫఍࡜Ꮫᰯົᐙᩍဨ㸦Ꮫᰯ࡟ᖖ㥔ࡍࡿ኱Ꮫᩍဨ㸧ࢆࡸࡗ࡚࠸ࡿࠋࡢ㛵ಀࡀ᫂☜࡟㐪ࡗࡓࠋ௒ᅇࡣูࡢ࢝ࢸࢦ࣮ࣜࡀⰋ࣭ࢪ࢙ࢽࢫࡣᏊ࡝ࡶࡸᏛᰯ࡬ᡠࡗ࡚࠸ࡃࡇ࡜ࡢ㔜せᛶࢆ࠸ࠋࠕᏛᰯ࡜ࡢ㛵ࢃࡾࠖࡣ๭࡜᫂☜࡟ฟ࡚࠸ࡿࠋࠕ♫఍ㄒࡗ࡚࠸ࡿࠋࡑࢀࡀᙼዪࡢ♫఍ほ࡟ᙳ㡪ࢆ୚࠼࡚࠸ࡿࡢ࡛ࡣ࡞࠸࠿ࠋ࣭ࢪ࢙ࢽࢫ࡟ᑐࡍࡿ㐪࿴ឤࡣ㸪ᐇົᐙⓗ࡞Ⓨ᝿࡞ࡢ࡟㸪୍␒ဴᏛⓗ࡞ࡇ࡜࡛ࡣ࡞࠸࠿㸽୍࣭␒ࣉࣛࢢ࣐ࢸ࢕ࢵࢡ࡞ࡢࡀࢪ࢙ࢽࢫ㸽᭱ࡶ⌧ᐇ♫఍ࢆ⪃࠼࡚࠸ࡿ㸽࣭ࠕ♫఍⛉ᩍᖌᩍ⫱⪅ീࢆᗈࡆ࡚ࡺࡃㄽᩥࠖ࡟ࡍࡿࠋ࡜ࡢ㛵ࢃࡾࠖࡀ㞴ࡋ࠸ࡢ࡛ࡣ࡞࠸࠿ࠋ࣭Ꮫᰯ࡜ࡢ㛵ࢃࡾࡣ♫఍⛉ᩍ⫱⪅ീࢆ⪃࠼࡚ࡺࡃୖ࡛㔜せ࡞ࡢ࡛ࡣ࡞࠸࠿ࠋ࣭Ꮫᰯ࡜ࡢ㛵ࢃࡾ࡟↔Ⅼ໬ࢆࡋ࡚㸪♫఍ⓗ㈐௵࡜ศࡅ࡚
ࡳࡿࡢࡣ࡝࠺࠿㸽♫఍⛉ࡢ┠ᶆࢆᩍᖌࡀᨭ᥼ࡍࡿࡓࡵ࡟㸪◊✲⪅ࡣᏛᰯ࡟㛵ࢃࡗ࡚࠸ࡿࠋ࣭ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣࠕᏊ࡝ࡶࠖࢆ࡝ࡢࡼ࠺࡟ᤊ࠼࣭ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣᏊ࡝ࡶࡢ♫఍ᩥ໬ⓗ࡞ព㆑ࢆ࡚࠸ࡿࡢ࠿ࠋᏊ࡝ࡶࢆዴఱ࡟ㄒࡿࡢ࠿ࡀぢ࠼࡞࠸ࠋ⫱࡚ࡿࡓࡵ࡟♫఍⛉ᩍ⫱ࢆ⪃࠼ࡿࠋ♫఍࡜ࡢ㊥㞳ឤࡶ࣭ࠕୡ⏺ࠖࡢᥗࡳ᪉ࡀ㞴ࡋ࠸ࠋࢪ࢙ࢽࢫࡀゝ࠺ୡ⏺ࡣᐇ㔜せ࡛ࡣ࡞࠸࠿ࠋᩍᖌࢆ௓ࡋ࡚♫఍ࢆ⪃࠼ࡿࠋ┤᥋♫♫఍ࠋࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡢゝ࠺ୡ⏺ࡣ♫఍ᩥ໬ⓗ఍ࢆᤊ࠼ࡿ㸪Ꮚ࡝ࡶࢆ௓ࡋ࡚࣭࣭࣭࡞࡝㸪♫఍࡜ࡢ㊥ୡ⏺ࠋୡ⏺࡞ࡢ࠿㸪ୡ⏺ほ࡞ࡢ࠿࡛㐪࠸ࡀ࠶ࡿࠋ㞳ឤࠋ♫఍࡜ᐇ⥺࡛⤖ࡤࢀࡓሙྜ࡜㸪Ⅼ⥺࡛⤖ࡪሙྜ

ࡇࡢ㎶ࡾ࠿ࡽ㸪㆟ㄽࡣ◊✲㛵ᚰ࡟࠾ࡅࡿᏊ࡝ࡶࡸୡ⏺ࡢᤊ࠼᪉࡬࡜᥎⛣ࡋ㸪௨ୗࡢࡼ࠺࡟◊✲ほࡀ࠶ࡿࡢ࡛ࡣ࡞࠸࠿ࠋ࣭♫఍ⓗ㈐௵ࡣ࡝ࡢࡼ࠺࡟ᐃ⩏ࢆࡍࡿࡢ࠿ࠋ

࣭ࢪ࢙ࢽࢫࡣ scopus ࡛ฟ࡚ࡇ࡞࠸ࠋࢪ࢙࣮࣒ࢫࡣ 15 ௳ࢆᏛࡪࡢ࠿▱ࡽ࡞ࡅࢀࡤ࡞ࡾࡲࡏࢇࠖ࡜ㄒࡾ㸪ᩍᤵ᪉ἲࡼࡾࡶᏊ࡝ࡶࡢᏛࡧࢆ➨୍࡟⪃࠼㸪ᩍᐊ୰ᚰࡢㄪᰝ◊✲ࢆࡋ࡚࠸ࡿࠋ㸯ࡘ┠ࡢࣁࣥࢻࣈࢵࢡࡢㄽ⪃ࡣ㸪Ṕྐ࡟࠾ࡅࡿㄆ㆑ㄽⓗ࡞ㄆ▱࡟㛵ࡋ࡚ࡲ࡜ࡵࡓࡶࡢ࡛࠶ࡿࠋᘬ⏝ࡣࡉࢀ࡚࠸࡞࠸ࡀ㸪㞴ࡋࡃ㸪⯆࿡῝࠸ࢳࣕࣞࣥࢪࡔࡗࡓ࡜ㄒࡗ࡚࠸ࡿࠋ㸰ࡘ┠ࡢ᭩⡠ࡣ㸪ࢫࢱࣥࢲ࣮ࢻ࣭ࢸࢫࢺ᫬௦࡟࠾࠸࡚Ꮚ࡝ࡶࡢṔྐⓗᛮ⪃࡜⌮ゎࢆ࠸࠿࡟ホ౯ࡍࡿ࠿࡟↔Ⅼࢆᙜ࡚ࡓ◊✲࡛㸪ࡇࢀ࡟ࡼࡾேࠎ࡜ࡢከࡃࡢ⯆࿡῝࠸ᑐヰࢆసࡿࡇ࡜ࡀ࡛ࡁ㸪⌧ᅾࡶ࡜࡚ࡶᴦࡋࢇ࡛࠸ࡿ࡜ㄒࡿࠋ㸱ࡘ┠ࡢ᭩⡠࡛ࡣ㸪⇍⦎ᩍᖌࡢࢣ࣮ࢫࢫࢱࢹ࢕࡟ࡼࡿࣜࢧ࣮ࢳ࣭࣮࣋ࢫࢻࡢṔྐⓗᛮ⪃◊✲ࢆᥦ᱌ࡋ࡚࠾ࡾ㸪ࡇࡢ᭩⡠ࡶேࠎ࡜ࡢ㛫࡛ከࡃࡢ㆟ㄽࢆᘬࡁ㉳ࡇࡋ࡚࠾ࡾ㸪ዲࡁ࡞ⴭస࡛࠶ࡿ࡜ㄒࡗ࡚࠸ࡿࠋᙼࡣ㸪Ṕྐᩍ⫱࡟㛵ᚰࡢ࠶ࡿ኱Ꮫᩍဨ࡟ྥࡅ࡚୺࡟᭩࠸࡚࠾ࡾ㸪◊✲⪅㛫ࡢ㆟ㄽࢆࡍࡿࡇ࡜ࢆ୍ࡘࡢ┠ⓗ࡜ࡋ࡚࠸ࡿࠋ

࡛ 57 ௳ࡢ⿕ᘬ⏝ࠋࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ 28 ௳㸪341

࣭ Epistemic cognition in history. Handbook of epistemic࣭☜࠿࡟㸪ⱝᡭࡣᆅᇦ࡬ࡢ┤᥋ⓗ࡞♫఍ⓗ㈐௵ࡣゝ࠸࡙ࡽ࠸ࠋ࢖ࣥࣇ࢛࣮࣐ࣝ࡞ࡶࡢࡢࡳࠋ
࣭ࢪ࢙࣮࣒ࢫࡣ♫఍ⓗ㈐௵࡟ࡘ࠸࡚ㄒࡗ࡚࠸ࡿࠋ♫఍⛉ࡢ◊✲㡿ᇦ࡟ᑐࡋ࡚ࡶ㈐௵ࢆㄒࡗ࡚࠸ࡿࠋ
࣭♫఍ⓗ㈐௵㸻ࠕㄡࡢࡓࡵ࡟ࡸࡗ࡚࠸ࡿ࠿㸽࣭ࠖࢪ࢙ࢽࢫࡣḟୡ௦ࡢᩍᖌࢆᩍ⫱ࡍࡿ࡜ゝࡗ࡚࠸ࡿࠋ
࣭ࠕ♫఍⛉ࡢ┠ᶆ㸻♫఍⛉࡜ࡣࠖ㸪ࠕᏛᰯ࡜ࡢ㛵ࢃࡾ࣭♫఍ⓗ㈐௵㸻ᩍᖌᩍ⫱⪅࡜ࡣࠖ㸪ࡇࡢ㸰ࡘࢆྜࢃࡏ࡚㸪♫఍⛉ᩍᖌᩍ⫱⪅࡜ࡣ࡜࠸࠺ࡇ࡜ࢆ⪃࠼ࡿࠋࡇࡢ㸰ࡘࡢ㛵ಀࢆぢࡿࠋ࠶࡜ࡣฟ⮬࣭ᡤᒓ࣭ྲྀࡾᕳࡃ⫼ᬒࠋୖグࡢ㆟ㄽࡢ୰࡛㸪♫఍⛉ほ࡜ࡋ࡚♫఍⛉ࡢ┠ᶆࢆㄽࡌ㸪ᩍᖌᩍ⫱⪅ほ࡜ࡋ࡚♫఍ⓗ㈐௵ࢆㄽࡌ
ࡿᙧࡀྜពࡉࢀࡓࠋࡑࡢୖ࡛」ᩘࡢㄽᩥᵓᡂࡀᥦ
᱌ࡉࢀ㸪ⓙ᳨࡛ウࡋࡓᚋ㸪ḟࡢ㆟ㄽ࡬࡜ᒎ㛤ࡋࡓࠋ࣭᭱ึ࡟ྲྀࡾୖࡆࡿேࡢάືࢆฟࡍࡢ࠿㸪᭱ึ࡟ဴᏛࡢ
ከᵝᛶࢆᢲࡋฟࡍࡢ࠿㸽ࡢ⿕ᘬ⏝ࠋࡇࡢ㎶ࡾࡶࢫࢣࢪ࣮ࣗࣝ㸦ㅮ⩏ᩘࡢᩘ㸧࡜ᴗ⦼ࡢ㛵ಀ࡜ࡋ࡚౑࠼ࡿ࠿ࡶࡋࢀ࡞࠸ࠋ࣭♫఍⛉ࢆ㏻ࡋ࡚♫఍ⓗṇ⩏ࢆ㏣✲ࡍࡿ㸪Ꮚ࡝ࡶࡢ࣭࣭࣭࣭࡞࡝㸪♫఍⛉ࡢ┠ᶆࡢ┦㐪࡛⫱࡚ࡿᩍᖌീࡶኚࢃࡿࠋ

ୖグࡢ㆟ㄽࢆ⤒ࡓ⤖ᯝ㸪ᮏㄽᩥࡣձᩍᖌᩍ⫱⪅ࡢ⫼ᬒ㸦◊✲㛵ᚰ࡜໅ົᐇែࡢศᯒ㸧㸪ղ♫఍⛉ࡢ┠ᶆ࠿ࡽぢࡿᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢ౑࿨㸦♫఍⛉ほࡢศᯒ㸧㸪ճ♫఍ⓗ㈐௵࠿ࡽぢࡿᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢ౑࿨㸦ᩍᖌᩍ⫱⪅ほࡢศᯒ㸧㸪࡜࠸࠺㸱ࡘࡢ㍈ࢆྲྀࡿࡇ࡜࡜ࡋࡓࠋ௨ୗ㸪ᮏㄽᩥ࡛ࡣୖグࡢ㸱ࡘࡢどⅬ࠿ࡽᩚ⌮ࡋ࡚ࡺࡃࠋ㸰㸬◊✲ᑐ㇟ࡢ⫼ᬒ㸦㸯㸧◊✲㛵ᚰ㸪◊✲ᴗ⦼㸪ฟ⮬ ➨୍࡟㸪ࡇࡢ◊✲ࡣ㸪㸱ྡࡢᩍᖌᩍ⫱⪅ࡢ◊✲㛵ᚰ࡟↔Ⅼࢆᙜ࡚࡚࠸ࡿࠋ࢖ࣥࢱࣅࣗ࢔࣮ࡣ㸪ᙼࡽ࡟ḟࡢࡼ࠺࡞㉁ၥࢆࡋ࡚࠸ࡿࠋࡍ࡞ࢃࡕ㸪ࠕ࠶࡞ࡓࡢࡇࡇ㸳ᖺࡢ࠾ࡍࡍࡵࡢᇳ➹≀ࢆ㸱ࡘᩍ࠼࡚ࡃࡔࡉ࠸ࠖ࡜ࠋ㸱ྡࡢᩍᖌᩍ⫱⪅ࡣ㸪◊✲ࡢ㐣⛬ࡸ㛵ᚰࢆྵࡵ࡚㸪࠶ࡿ࠸ࡣ⮬ࡽࡢฟ⮬࡜㛵㐃ࡉࡏ࡞ࡀࡽ㸪⮬ࡽࡢⴭస࡟ࡘ࠸࡚ㄒࡗ࡚࠸ࡿࠋ ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪ࠕᏊ࡝ࡶࡀ࠸࠿࡟Ṕྐcognition, 2016 (Co)࣭Assessing historical thinking and understanding: Innovative
idea for new standards, 2014
࣭The challenging of rethinking history education: On practices,
theories, and policy, 2010ࢪ࢙࣮࣒ࢫࡣ㸪බẸᩍ⫱ࢆᑓ㛛࡜ࡋ࡚࠾ࡾ㸪ࡑࡢ୺せ࡞ᑐ㇟ࡣ◊✲⪅࡛࠶ࡿ࡜ㄒࡗ࡚࠸ࡿࠋ㸯ࡘ┠ࡢㄽᩥࡣ㸪㸳ྡࡢ◊✲⪅ࡢࣉࣟࢪ࢙ࢡࢺࡢ୰ᚰ࡜࡞ࡗࡓࢹࢨ࢖࣭࣮ࣥ࣋ࢫࢻࡢ◊✲࡛࠶ࡿࠋࡑࡇ࡛ࡣ㸷ṓ㹼11 ṓࡢᏊ࡝ࡶࢆᑐ㇟࡜ࡋ࡚ಙ㢗ࡢᙺ๭࡟ࡘ࠸࡚ศᯒࡋ࡚࠸ࡿࡀ㸪ࡑࡢෆᐜ௨ୖ࡟㸪༤ኈㄢ⛬ࡢᏛ⏕࡜⌧ሙᩍᖌࡢࢳ࣮࣒࡛ྲྀࡾ⤌ࡳ㸪ࣉࣟࢪ࢙ࢡࢺࡢᅔ㞴ࢆඹ࡟஌ࡾ㉺࠼ࡓࡇ࡜ࢆᙼዪࡣᙉㄪࡍࡿࠋ㸰ࡘ┠ࡢㄽᩥࡣ㸪ᩍᖌᩍ⫱ࣉࣟࢢ࣒ࣛ࡟࠾࠸࡚ཎ⌮୺⩏⪅ࡢᏛ⏕ࢆᩍ࠼ࡿᅔ㞴ᛶ࡟㛵ࡍࡿ◊✲࡛࠶ࡿࡀ㸪ᙼዪࡣ㸪⦅㞟ጤဨࡢࣃࢺࣜࢩ࢔࣭
࢚࢖ࣈ࣮ࣜ㸦Patricia G. Avery㸧ࡢࡑࡢ◊✲⮬య࡟ᑐࡍࡿ㦫ࡁࡸ CUFA 㸦㸴㸧࡛ࡢከࡃࡢࢭࢵࢩࣙࣥࢆ
ᣢ࡚ࡓࡇ࡜ࡢ㠃ⓑࡉ࡟ࡘ࠸࡚ㄒࡗ࡚࠸ࡿࠋ㸱ࡘ┠ࡣ㸪ࢱ࢖ࢺࣝࡢ㏻ࡾ㸪ኚ໬ᚿྥᆺࡢࢧ࣮ࣅࢫ࣭࣮ࣛࢽࣥࢢࡢᐃᛶศᯒ࡟㛵ࡍࡿㄽᩥ࡛࠶ࡿࡀ㸪ࡇࡢ◊✲ࢆㄒࡿ㝿࡟㸪ᙼዪࡣ㸪ྠ൉ࡢࢫ࣮ࢨ࣭ࣥ࢔࢖
ࣂ࣮ࢯࣥ㸦Susan V. Iverson㸧࡜ඹྠ࡛ࡇࢀࡲ࡛ከࡃࡢ௙஦ࢆࡋ࡚ࡁࡓࡇ࡜ࢆᅇ᝿ࡍࡿࠋ

࣭Examining the role of trust in shaping children’s approaches toCurriculum Theorizing, 2013㸦㸰㸧໅ົ᫬㛫ࡢ㓄ศ࣭”Democracy is the devil’s snare”: Theological certainty and ➨஧࡟㸪ࡇࡢ◊✲࡛ࡣ㸪㸱ྡࡢᩍᖌᩍ⫱⪅࡟ᑐ
democratic teacher education. Theory and Research in Socialࡋ࡚㸯㐌㛫ࡢࢫࢣࢪ࣮ࣗࣝ࡟ࡘ࠸࡚ㄪᰝࡋ㸪ᙼࡽ
Education, 2010ࡀ࡝ࡢࡼ࠺࡟໅ົ᫬㛫ࢆ㓄ศࡋ࡚࠸ࡿ࠿࡟↔Ⅼࢆ
࣭Self-authoring a civic identity: A qualitative analysis ofᙜ࡚࡚࠸ࡿࠋศᯒࡢ࢝ࢸࢦ࣮ࣜࡣ㸪ᩍ⫱㸦Teaching㸧㸪change-oriented service learning. Journal of Student Affairs◊✲㸦Research㸧㸪ࢧ࣮ࣅࢫ㸦Service㸧ࡢ㸱ࡘ࡟౽Research and Practice, 2013 (Co)ᐅⓗ࡟ศࡅ࡚࠸ࡿࡀ㸪ྛࠎゎ㔘ࡢ௙᪉ࡀ␗࡞ࡿࡓᙼዪࡣ㸪ඹ࡟◊✲ࢆࡍࡿྠ൉ࡸ༤ኈㄢ⛬ࡢ㝔⏕㸪 ࡵ㸪୍㒊ὀࢆ௜ࡋ࡚࠸ࡿࠋᅗ㸯࡛ࡣ㸪㸱ྡࡢᩍᖌ⌧ሙᩍᖌ࡞࡝௚⪅࡜㛵ࢃࡾ࡞ࡀࡽࣉࣟࢪ࢙ࢡࢺࢆᩍ⫱⪅ࡢᩍ⫱㸪◊✲㸪ࢧ࣮ࣅࢫࡢ᫬㛫㓄ศࢆ♧ࡋ㐍ࡵࡿࡇ࡜ࢆᙉㄪࡋ㸪ࡲࡓ㸪ࠕ㸦◊✲⪅࡟ྥࡅ࡚᭩࡚࠸ࡿࠋᙼࡽࡣ㸪ዎ⣙ୖࡢ໅ົᙧែࡢㄝ᫂ࡔࡅ࡛ࡃࡇ࡜ࢆ㸧ࡼࡾ㞴ࡋࡃឤࡌ㸪ࡑࡢࡇ࡜ࡀ⚾ࢆ୍ᒙ࡞ࡃ㸪⮬ࡽࡢᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢᙺ๭ࡸ♫఍ⓗ㈐㥑ࡾ❧࡚࡚ࡃࢀ࡚㸪⚾ࡀࡑࡢ௙஦࠿ࡽᏛࡧ㸪⚾ࡀ௵ࢆྵࡵ࡚ࡑࡢ᫬㛫㓄ศ࡟ࡘ࠸࡚ㄒࡗ࡚࠸ࡿࠋᑐヰࡢ୍㒊㸪Ꮫၥⓗ࡞ᑐヰࡢ୍㒊࡟࡞ࡿࡇ࡜ࢆᴦ ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪ࢫࢣࢪ࣮ࣗࣝ࡟ࡘ࠸
ࡋࢇ࡛࠸ࡲࡍࠖ࡜ㄒࡗ࡚࠾ࡾ㸪ᑓ㛛ⓗ࡞ඹྠయࢆ
࡚ヲ⣽࡟♧ࡍࡇ࡜ࡣࡋ࡞࠿ࡗࡓࡀ㸪2011 ᖺ௨㝆ࡢᵓ⠏ࡋ࡚࠸ࡃࡇ࡜࡟◊✲ࡢព⩏ࢆぢฟࡋ࡚࠸ࡿࠋࣀ࣮ࢫ࢝ࣟࣛ࢖ࢼ᫬௦ࡢ᫬㛫㓄ศࢆ㸪ᩍ⫱ 40㸣㸪 ࢪ࢙ࢽࢫࡣ㸪ᢈุⓗ࡞ mixed-race ࡢ◊✲ࢆᑓ㛛◊✲ 40㸣㸪ࢧ࣮ࣅࢫ 20㸣࡜ࡋ࡚࠸ࡿࠋᙼࡢㄒࡾ࡟㡿ᇦ࡜ࡋ࡚࠸ࡿࠋࡇࢀࡣ㸪ࢢࣟࣜ࢔࣭ࣛࢻࢯࣥ㸻ࡼࢀࡤ㸪ᩍ⫱࡟๭ࡾᙜ࡚ࡓ᫬㛫ࡣ㸪‽ഛ㸪᥇Ⅼ㸪ࣅࣜࣥࢢࢬࡽࡢἲᏛࢆ㉳※࡜ࡋࡓᢈุⓗே✀⌮ㄽ࣓࣮ࣝࡢࡸࡾྲྀࡾ㸪㠃ㄯ➼࡛ቑ࠼ࡿࡇ࡜ࡶࡋࡤࡋࡢࡼ࠺࡞◊✲࡛ࡣ࡞ࡃ࡚㸪ᚰ⌮Ꮫࡢ࢔࢖ࢹࣥࢸ࢕ࡤ࠶ࡾ㸪◊✲ࡢ᫬㛫ࡶࢹ࣮ࢱࡢศᯒ࡟ఱ᫬㛫ࡶ࠿ࢸ࢕◊✲࠿ࡽὴ⏕ࡋࡓ◊✲࡛࠶ࡾ㸪⮬ࡽࡢ࠿ࡿࡢ࡛ࡇࡢ๭ྜࡢ㏻ࡾ࡟ࡣᙜ↛࠸࠿࡞࠸࡜࠸࠺ࠋ
mixed-race ࡢ⤒㦂ࢆලయⓗ࡟ㄒࡾ㸪ࡑࡇ࡛ࡢே✀㸪  ࢪ࢙࣮࣒ࢫࡢ᫬㛫㓄ศࡣ㸪ᩍ⫱ 41㸣㸪
◊✲ 15㸣㸪㸦㸵㸧ࢪ࢙ࣥࢲ࣮㸪㝵⣭㸪ᶒຊ࡞࡝࡟㛵ࡍࡿㄒࡾࡀ࢝ࣜ
ࢧ࣮ࣅࢫ 44㸣࡜࡞ࡗ࡚࠸ࡿ ࠋᙼዪࡣ㸪Ꮫ఍ࡢ࣒࢟ࣗࣛࡸᩍᤵ㸪ᩍ⫱࡞࡝ࡍ࡭࡚ࡢࡇ࡜࡬ࡢᙳ㡪㞧ㄅࡢᰝㄞࡸᆅᇦࡢᏛᰯࡢᣦᑟㅮᖌࢆ⾜ࡗ࡚࠾ࡾ㸪࡟ࡘ࠸࡚⪃ᐹࡍࡿࡶࡢ࡛࠶ࡿ࡜ᙼዪࡣㄒࡗ࡚࠸ࡿࠋ ࢧ࣮ࣅࢫࡢ๭ྜࡀ㧗࠸ࠋᩍ⫱࡟㛵ࡋ࡚ࡣ㸪≉࡟༤◊✲ᴗ⦼࡟ࡘ࠸࡚㸪≉࡟㸯ࡘ┠ࡢ᭩⡠ࡸ㸱ࡘ┠ࡢኈㄢ⛬ࡢ㝔⏕ࡢᣦᑟ࡟ຊࢆධࢀ࡚࠸ࡿࠋᙼዪࡣ㸪ㄽᩥࡣ㸪ྜ⾗ᅜࡢᩍᖌࡢ࡯࠿㸪mixed-race ࡜⮬ㄆࠕ⊂❧ࡋࡓ◊✲ࡢከࡃࡢᶵ఍ࢆసࡗ࡚㸪⮬㌟ࡢ◊ࡋ࡚࠸ࡿேࠎࢆᑐ㇟࡜ࡋ࡚᭩࠿ࢀ࡚࠸ࡿࠋேཱྀ⤫✲ࣉࣟࢪ࢙ࢡࢺ࡟㝔⏕ࢆ㐃ࢀ࡚࠸ࡁ㸪୍⥴࡟ࢹ࣮ィᏛୖࡢ᭱኱ࡢࢢ࣮ࣝࣉ࡛ࡶ࠶ࡾ㸪ࡲࡍࡲࡍ」㞧
ࢱࢆศᯒࡋ㸪ඹྠ࡛ᇳ➹ࡋࡲࡍࠖ࡜ㄒࡾ㸪࣓ࣥࢱ࡞ࡶࡢ࡜࡞ࡾࡘࡘ࠶ࡿ mixed-race ࡢேࠎࡢㄒࡾࢆ
࣮ไᗘࡢ㔜せᛶࢆᙉㄪࡋ㸪Ꮫ⏕࡜ඹ࡟άືࡋ࡞ࡀ
ᡭࡀ࠿ࡾ࡟㸪ࡼࡾබṇ࡛㸪බᖹ࡞ୡ⏺ࢆᵓ⠏ࡋࡼࡽ◊✲ࢆ㐍ࡵ࡚࠸ࡃࡇ࡜ࡀ㔜せ࡛࠶ࡿ࡜ࡍࡿࠋ
࠺࡜ࡋ࡚࠸ࡿࠋ࡞࠾㸪ࡇࡢ◊✲࡟╔ᡭࡋࡓ⫼ᬒ࡟ࢪ࢙ࢽࢫࡣ㸪ᩍ⫱ 82㸣㸪◊✲ 14㸣㸪ࢧ࣮ࣅࢫ 4㸣ࡣ㸪⮬ࡽࡢฟ⮬ࡢᙳ㡪ࡶ኱ࡁࡃ࠿࠿ࢃࡗ࡚࠸ࡿࠋ
࡜࡞ࡗ࡚࠸ࡿ㸦㸶㸧ࠋᙼዪࡣ㸪ࢡࣜࢽ࢝ࣝ෸ᩍᤵ࡜ࡋ
࣭Are you mixed? A war bride’s granddaughter’s narrative of࡚Ꮫᰯ⌧ሙ࡟ᖖ㥔ࡍࡿ኱Ꮫᩍဨ࡛࠶ࡾ㸪኱Ꮫࡢᩍin-between contested race, gender, class and power, 2016ဨᚿᮃᏛ⏕࡜㧗ᰯ⏕࡟ᑐࡋ࡚ᤵᴗࢆ⾜ࡗ࡚࠾ࡾ㸪࣭Why has there never been a woman president in the US? Anከࡃࡢ᫬㛫ࢆᩍ⫱࡟㈝ࡸࡋ࡚࠸ࡿࠋᙼዪࡣ㸪ࠕ⚾ࡢinquiry lesson. Social Education, 2016 (Co)௙஦ࡢࠗ୰㛫ⓗ࡞፹௓ᛶ㸦in-between-ness㸧࠘࡜࿧࣭Am I enough? A multi-race teacher’s experience in-betweenࡤࢀࡿࡇࡢᛶ㉁ࢆ฼⏝ࡋ㸪⚾ࡣࡑࢀࢆ㧗ᰯࡢᩍᖌcontested race, gender, class, and power. Narrative of࡜ᩍᖌᩍ⫱⪅࡜ࡢ㛫࡟❧ࡗ࡚ࢼࣅࢤ࣮ࢺࡍࡿࡶࡢ
curriculum in the U. S. South: Lives in-between contested race,࡜ࡋ࡚⪃࠼࡚࠾ࡾ㸪᪥ࠎࡢᇶ┙࡜ࡋ࡚஧ࡘࡢᩥ໬
gender, class and power, Special Issue of Journal of✵㛫࡛⏕ࡁ࡚࠸࠿࡞ࡅࢀࡤ࡞ࡽ࡞࠸⚾⮬㌟ࡢⴱ⸨
ࢆ㏻ࡋ࡚ࡇࡢ✀ࡢ௙஦࡟ࡑࡢ⌮ㄽࢆά⏝ࡋࡼ࠺࡜peer dialogue. Teachers College Record, in press (2017, Co)ᅗ㸯 㸱ྡࡢᩍᖌᩍ⫱⪅ࡢᩍ⫱࣭◊✲࣭ࢧ࣮ࣅࢫࡢ᫬㛫㓄ศ㸦➹⪅సᡂ㸧ࡋ࡚࠸ࡲࡍࠖ࡜ㄒࡗ࡚࠾ࡾ㸪໅ົୖ㸪◊✲ࡍࡿࡇ࡜ࡀồࡵࡽࢀ࡚࠸࡞࠸ࡇ࡜ࢆჃࡁࡘࡘࡶ㸪ᙼዪࡢ≉␗࡞⫋ົࡢព⩏ࢆ⮬ぬⓗ㸪⫯ᐃⓗ࡟ᤊ࠼࡚࠸ࡿࠋࡼ࠺࡟⤌⧊໬ࡉࢀࡿࡢ࠿㸪࡜࠸ࡗࡓࡇ࡜࡛ࡍࠋղᏊ࡝ࡶࡣ࠶ࡽࡺࡿ⤒㦂ࡋࡓࡇ࡜࡟ࡘ࠸࡚▱ࡿࡇ࡜ࢆᮃࡳ㸪⌮ㄽ࡜⌮ゎࢆᚓࡿࡇ࡜ࢆᮃࡳࡲࡍࠋճᡃࠎࡢ௙஦ࡣᙼࡽ࡟ᡭࢆ㈚ࡍࡇ࡜࡛ࡍࠋᩍᖌ࡜ࡋ࡚ࡢᡃࠎࡢ௙஦ࡣ㸪ୡ⏺ࡣ࡝ࡢࡼ࠺࡟➽㐨ࡀ❧ࡘ࠿㸪࠶ࡿ࠸ࡣ࡝ࡢࡼ࠺࡞࡜ࡁ࡟➽㐨㸱㸬♫఍⛉ࡢ┠ᶆ࠿ࡽぢࡿᩍ⛉ほࡀ❧ࡓ࡞࠸࠿࡟ࡘ࠸࡚㸪ᙼࡽࡀ⌮ゎࡍࡿࡢࢆᡭຓࡅࡍࡿ ࡇࡇ࡛ࡣ㸪㸱ྡࡢᩍᖌᩍ⫱⪅ࡀ㸪࡝ࡢࡼ࠺࡞⫼ᬒ࠿ࡽዴఱ࡟ᩍ⛉ほࢆᤊ࠼࡚࠸ࡿࡢ࠿ࢆ㸪♫఍⛉ࡢ┠ᶆ࡟㛵ࡍࡿㄒࡾ࠿ࡽ᫂ࡽ࠿࡟ࡍࡿࠋ࢖ࣥࢱࣅ࣮࡛ࣗࠕ࠶࡞ࡓࡣࠕ♫఍⛉ࠖࡢ┠ᶆࢆఱࡔ࡜ᛮ࠸ࡲࡍ࠿ࠖ࡜ᑜࡡࡓ㝿ࡢࣉࣟࢺࢥࣝࢆᥦ♧ࡍࡿࠋ ࠸ࡎࢀࡢࣉࣟࢺࢥ࡛ࣝࡶ㸪♫఍⛉ࡢ┠ᶆ࡟ࡘ࠸࡚ㄽࡌ࡚࠸ࡿ⟠ᡤ࡟ࡣ஧㔜⥺ࢆ㸪┠ᶆࡢ⫼ᬒ࡟࠶ࡿㄆ㆑࡟ࡣୗ⥺ࢆ㸪⾜ືࡋ࡚ࡁࡓࡇ࡜࡟ࡣἼ⥺ࢆ௜ࡋ㸪ㄒࡾ࡟ฟ࡚ࡃࡿேࡣᩳయ࡟ࡋࡓࠋ㸦㸯㸧ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡢ♫఍⛉ࡢ┠ᶆほ ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪♫఍⛉ࡢ┠ᶆ࡟ࡘ࠸࡚ḟࡢࡼ࠺࡟ㄽࡌ࡚࠸ࡓࠋࡇ࡜࡛ࡍࠋࡇࢀࡣ㸪᫬࡟ࡣ࠺ࡲࡃ࠸ࡁ㸪᫬࡟ࡣ࠺ࡲࡃ࠸࠿ࡎ㸪᫬࡟ࡣᝒࡋࡃ㸪᫬࡟ࡣᎰࡋࡃ㸪᫬࡟ࡣ୙ᛌ࡛ࡍࠋմฟ఍ࡗࡓ඲࡚ࡢࡶࡢࢆᏊ࡝ࡶࡣ▱ࡾࡓࡀࡾ㸪ᡃࠎ࡟ࡣࡑࢀࡽ࡟ࡘ࠸࡚ᙼࡽ࡟ᩍ࠼ࡿ㈐௵ࡀ࠶ࡿ࡜⪃࠼ࡲࡍࠋูࡢ⟠ᡤ࡛ࡣ㸪ḟࡢࡼ࠺࡟ㄽࡌ࡚࠸ࡓࠋյ⚾ࡣᏛၥࡀ㔜せ࡛࠶ࡿ࡜ᛮ࠸ࡲࡍࠋ⚾ࡣᏊ࡝ࡶࡀᆅ⌮࡟ࡘ࠸࡚▱ࡿࡇ࡜ࢆᮃࡳࡲࡍࠋ⚾ࡣᏊ࡝ࡶࡀṔྐ࡟ࡘ࠸࡚▱ࡿࡇ࡜ࢆᮃࡳࡲࡍࠋ⚾ࡣᏊ࡝ࡶࡀ㸪㦄ࡉࢀ࡞࠸ࡼ࠺࡟㸪⤒῭Ꮫ࡟ࡘ࠸࡚▱ࡿࡇ࡜ࢆᮃࡳࡲࡍࠋᏊ࡝ࡶࡣࡇࢀࡽࡢෆᐜࢆ⋓ᚓࡋ࡚࠸ࡲࡏࢇࠋࡑ࠺࡛ࡍ㸪⚾ࡣᏊ࡝ࡶࡀ▱ࡿࡇ࡜ࢆᮃࡳࡲࡍࠋࡑࡋ࡚ն⚾ࡣ኱ே࡜ࡋ࡚ᙼࡽࢆຓࡅࡿ⩏ົࢆᣢࡗ࡚࠸ࡿ࡜⪃࠼ࡲࡍࠋࡑ࠺࡛࡞ࡅࢀࡤ㸪ఱձ⚾ࡣ♫఍⛉ᩍ⫱࡟࠾ࡅࡿᡃࠎࡢ௙஦ࡣᏊ࡝ࡶࡀྍ⬟ࢆ㑅ᢥ࡛ࡁࡿ࡛ࡋࡻ࠺࠿ࠋշᏊ࡝ࡶࡣ⌮ㄽࢆ㛤Ⓨࡋࡲࡍ࡞㝈ࡾ඲࡚ࢆ⌮ゎࡍࡿࡢࢆᡭఏ࠺ࡇ࡜࡛࠶ࡿ࡜ᛮ࠸ࡲࡀ㸪ࡑࢀࡽࡣ㠀ᖖ࡟⊃ࡃ㸪೫⊃ⓗ࡛ࡍࠋ⚾ࡣᙼࡽࡀ㛫㐪ࡍࠋྜ⾗ᅜ࡛ࡣ㸪ᗂ⛶ᅬ࠿ࡽ➨  Ꮫᖺࡲ࡛㸪Ꮚ࡝ࡶࡀࡗ࡚࠸ࡿ࡜ࡣ࠸࠸ࡲࡏࢇࠋࡓࡔ㸪ࡶࡋ࠶࡞ࡓࡀ㸪ᙼࡽࡀ▱ࡾࡓ࠸࡜ᛮ࠺ࡇ࡜ࡢከࡃࢆ୚࠼࡚࠸ࡲࡍࠋࡑࢀࡣ኱ேࡼࡾᗈ࠸ୡ⏺ࡀ࠶ࡿࡇ࡜ࢆ⌮ゎࡍࡿࡢࢆຓࡅ࡞࠸࡞ࡽ㸪࡟ࡼࡗ࡚ື࠿ࡉࢀࡿୡ⏺ࡢࡇ࡜࡛ࡍࠋᙼࡽࡣୡ⏺ࡀ࡝ࡢᙼࡽࡣ㠀ᖖ࡟⊃࠸≧ែ࡟࡜࡝ࡲࡿࡢ࡛ࡍࠋᏊ࡝ࡶࡣ⊃࠸ࡼ࠺࡟స⏝ࡍࡿࡢ࠿▱ࡿࡇ࡜ࢆᮃࡳࡲࡍࠋࡑࢀࡣ㸪࡞ࡐᚰࢆᣢࡗ࡚࠸ࡲࡍࠋࡑࡋ࡚ոᡃࠎ࡟ࡣᙼࡽࡢᚰࢆࡶࡗ࡜኱ேࡣࡑࡢࡼ࠺࡟㑅ᢥࢆࡍࡿࡢ࠿㸪࡞ࡐ࠶ࡿ᪉ἲࡣࡑࡢ኱ࡁࡃࡍࡿᚲせࡀ࠶ࡾࡲࡍࠋࡑࢀࡣ኱ࡁ࡞ୡ⏺࡛ࡍࠋ ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪♫఍⛉ࡢ┠ᶆࢆ㸪Ꮚ࡝ࡶࡀୡ⏺ࢆ⌮ゎࡍࡿࡢࢆᡭຓࡅࡍࡿࡇ࡜࡛࠶ࡿ࡜ᤊ࠼࡚࠾ࡾ㸪ࡇࡢࡇ࡜࡟㈐௵ࡸ኱ே࡜ࡋ࡚ࡢ⩏ົࢆឤࡌ࡚࠸ࡿ㸦஧㔜⥺ձճմնո㸧ࠋࡇࡢ┠ᶆほࡢ⫼ᬒ࡟ࡣ㸪Ꮚ࡝ࡶࡣ㸪኱ேࡢୡ⏺ࢆ▱ࡾࡓࡀࡿࡀ㸪ᨭ᥼ࡋ࡞ࡅࢀࡤ㸪Ꮚ࡝ࡶࡣ⊃࠸ㄆ㆑ࡢࡲࡲ࡟␃ࡲࡗ࡚ࡋࡲ࠺࡜࠸࠺Ꮚ࡝ࡶほࡀ࠶ࡿ㸦ୗ⥺ղշ㸧ࠋࠕᏊ࡝ࡶ㸦㸻ᙼࡽ㸧ࠖ࡜ࠕ኱ே㸦㸻ᡃࠎ㸧ࠖ࡜࠸࠺ᑐẚࡢㄒࡾ࡟㇟ᚩࡉࢀࡿࡼ࠺࡟㸪Ꮚ࡝ࡶࡀ኱ேࡢୡ⏺࡬ཧධࡍࡿࡇ࡜ࢆ㔜どࡋ࡚࠸ࡿࠋࡲࡓ㸪Ꮫၥࡶ㔜どࡋ࡚࠾ࡾ㸦ୗ⥺յ㸧㸪Ꮚ࡝ࡶほࢆࡶ࡜࡟ࡋࡓ┠ᶆほࡶ㸪◊✲⪅࡜ࡋ࡚ᚰ⌮ᏛࡢどⅬ࠿ࡽ᥈✲ࡋ࡚ࡁࡓᡂᯝࡀ཯ᫎࡉࢀ࡚࠸ࡿ࡜ࡳࡿࡇ࡜ࡀ࡛ࡁࡿࠋ㸦㸰㸧ࢪ࢙࣮࣒ࢫࡢ♫఍⛉ࡢ┠ᶆほ ࢪ࢙࣮࣒ࢫࡣ㸪ḟࡢࡼ࠺࡟ㄽࡌ࡚࠸ࡓࠋࡾ㸪ࡇࡢࡇ࡜ࡣ㸪⚾࡟࡜ࡗ࡚ࡣṇࡋ࠸ࡇ࡜࡛࠶ࡿ࡜ឤࡌ⚾ࡢពぢ࡛ࡣ㸪ձ♫఍⛉ࡢ┠ᶆࡣ࡯ࢇࡢᑡࡋ⏕ᚐࡢୡ⏺

ࡋࢀࡲࡏࢇࡀ㸪⚾ࡣᮏᙜ࡟㸪ձ♫఍⛉ᩍ⫱ࡣୡ⏺ࢆ࠸ࡗࢆᗈࡆ࡚㸪ᙼࡽ࡟ୡ⏺࡟ࡘ࠸࡚⪃࠼ࡿ␗࡞ࡗࡓ᪉ἲࢆ⤂ࡑ࠺බṇ࡛බᖹ࡞ሙᡤ࡟ࡋࡼ࠺࡜ࡍࡿࡇ࡜࡟㛵ࢃࡾࡀ௓ࡍࡿࡇ࡜㸪ᑡ࡞ࡃ࡜ࡶ␗࡞ࡗࡓಙᛕࢩࢫࢸ࣒࡜␗࡞ࡗ࠶ࡿ࡜ᛮ࠸ࡲࡍࠋᡃࠎࡣ㸪ղᐇ㝿࡟ୡ⏺࡛ఱࡀ㉳ࡇࡗ࡚ࡓṔྐ࡜఩⨨ࢆ⤒㦂ࡍࡿ␗࡞ࡗࡓ᪉ἲࡀ࠶ࡿࡇ࡜ࢆㄆ࠸ࡿ࠿ࢆ⪃࠼㸪ศᯒࡍࡿࡼ࠺࡞ᕷẸࢆࡶࡗ࡜⫱࡚ࡼ࠺࡜㆑ࡍࡿ୰࡛㸪ᙼࡽࢆᴟࡵ࡚㌟㏆࡞ᐙᗞࡢᩥ⬦ࢆ㉺࠼࡚ືࡍࡿࡇ࡜࡛㸪ࡑ࠺ࡍࡿࡇ࡜ࡀ࡛ࡁࡲࡍࠋṔྐࡸᆅ⌮࡟ὀ࠿ࡍࡇ࡜࡟࡞ࡿ࡛ࡋࡻ࠺ࠋࡑࡋ࡚㸪ࡇࢀࡣୡ⏺ࡢ୍㒊࡟ពࢆᡶ࠺ࡇ࡜㸪ࡇࢀࡽࡣ඲࡚㸪ᡃࠎࡀ࡝ࡢࡼ࠺࡟ࡋ࡚ࡇ࡞ࡿࡇ࡜࡛࠶ࡗ࡚㸪⚾ࡀ⪃࠼ࡿ࡟ࡣ㸪ࡶࡋᙼࡽࡀࡑࢀࡽࡇࡲ࡛⮳ࡾ㸪࡝ࡢࡼ࠺࡟ࡋ࡚๓㐍ࡋ࡞ࡀࡽࡼࡾࡼࡃࡍࡿࢆ⌮ゎࡍࢀࡤ㸪ᙼࡽࡣࡶࡗ࡜Ⰻ࠸ഛ࠼ࡀ࡛ࡁࡿࡼ࠺࡟࡞ࡓࡵ࡟ᐇ㝿࡟ᨵၿ࡛ࡁࡿ࠿࡜࠸࠺ࡇ࡜࡛࠶ࡾࡲࡍࠋࡑࡋࡿ࡜ᛮ࠸ࡲࡍࠋࡑࢀࡣᖜᗈ࠸┠ᶆ㸪୍✀ࡢ㧗ᑦ࡞┠ᶆ࡛࡚㸪ࡋࡤࡋࡤ㞀ቨࡀ࠶ࡿࡼ࠺࡟ᛮࢃࢀࡲࡍࡀ㸪ճᩍ⫱࡜ࡍࠋࡋ࠿ࡋ⚾ࡀ⪃࠼ࡿ࡟㸪ղࡑࢀ㸦㸻♫఍⛉㸧ࡣ஫࠸࡟ᩍ⫱ࢆཷࡅࡿࡇ࡜ࡀ࡛ࡁࡿᏊ࡝ࡶࢆᣢࡘࡇ࡜㸪≉࡟㸪᭱ᩗពࢆᣢࡗ࡚༠ຊⓗ࡟ඹ⏕ࡍࡿ᪉ἲ࡜㸪࠾஫࠸ࢆ᭱ࡶࡼࡶᗏ㎶ࡢேࡀ᭱ࡶᝏ࠸ᩍ⫱ࢆཷࡅࡿࡼ࠺࡞ᡃࠎࡢᅜ࡛ࡃ⌮ゎ࡛ࡁࡿ᪉ἲࢆᡃࠎ࡟ᩍ࠼ࡿ࡜ᛮ࠸ࡲࡍࠋࡣ㸪᭱ࡶ㉁ࡢ㧗࠸ᩍ⫱ࡣ㸪ࡼࡾබṇ࡞ୡ⏺ࢆࡘࡃࡿ࡜࠸ ࡇࡢ⫼ᬒ࡟ࡘ࠸࡚ࡣ㸪ḟࡢࡼ࠺࡟ㄽࡌ࡚࠸ࡓࠋ࠼ࡿ࡛ࡋࡻ࠺ࠋ⚾ࡣ㸪ࡇࢀࡣၥ㢟ࡢ୍㒊࡛࠶ࡿ࡜⪃࠼࡚ճ⚾ࡣ㠀ᖖ࡟ከᵝᛶ࡟ᐩࢇࡔ࢚ࣜ࢔࡛⫱ࡕ㸪ࡑࡋ࡚㸪ᮏ࠸ࡲࡍࠋմࡇࡢࡇ࡜ࡀ㸪⚾ࡀᩍᐊ࡟ᡠࡾ㸪Ꮚ࡝ࡶ࡜୍⥴ᙜ࡟ࡓࡃࡉࢇࡢ␗࡞ࡗࡓᅜ࠿ࡽ᮶࡚␗࡞ࡗࡓゝㄒࢆヰ࡟᫬㛫ࢆ㐣ࡈࡍᚲせࡀ࠶ࡿࡼ࠺࡟ឤࡌࡿ⌮⏤ࡢ୍㒊࡛ࡍ㸪ྠ൉ࡸᏊ࡝ࡶ㸪㞄ே࡜ඹ࡟ാࡁࡲࡋࡓࠋࡅࢀ࡝ࡶ⚾࠶ࡾ㸪ࡶࡋ⚾ࡀ⌧ᅾ㸪⣲ᬕࡽࡋ࠸ᩍᖌ࡛࠶ࡿ࡞ࡽࡤ㸪⚾ࡣྠࡌࡃᭀຊࡀேࠎࡢࢢ࣮ࣝࣉࡢ㛫࡛ࡣࡓࡽࡃࡢࢆぢࡣ࡞ࡐᩍᐊ࠿ࡽ㞳ࢀࡿ࡛ࡋࡻ࠺࠿ࠋࡲࡋࡓࠋࡑࡋ࡚⚾⮬㌟㸪Ꮫ⏕ࡢ᫬࡟㸪ࢥ࣑ࣗࢽࢸ࢕ࡀ୙ ࢪ࢙ࢽࢫࡣ㸪♫఍⛉ࢆබṇ࡞ୡ⏺ࢆ⠏ࡃࡶࡢ࡜ᤊ࠼㸪ୡ⏺࡛ఱࡀ㉳ࡇࡗ࡚࠸ࡿ࠿ࢆ⪃࠼㸪ศᯒࡍࡿࡼ࠺࡞ᕷẸࢆ⫱ᡂࡍࡿࡇ࡜ࢆ㔜どࡋ࡚࠸ࡓ㸦஧㔜⥺ձղ㸧ࠋၥ㢟ព㆑ࡢ᰿ᗏ࡟ࡣ㸪⌧ᅾࡢ⡿ᅜࡢᩍ⫱࡟࠾ࡅࡿ୙බṇ࡞⌧ᐇࡀ࠶ࡾ㸦ୗ⥺ճ㸧㸪ࢪ࢙ࢽࢫࡣ㸪⮬ศ⮬㌟ࡶࠕ⣲ᬕࡽࡋ࠸ᩍᖌ࡛ࠖ࠶ࡾ⥆ࡅࡿࡓࡵ࡟㸪ᩍᐊ࡟ᡠࡾ㸪Ꮚ࡝ࡶ࡜୍⥴࡟㐣ࡈࡍ᫬㛫ࢆ㔜どࡋ࡚࠸ࡿ㸦Ἴ⥺մ㸧ࠋࡇࡢࡼ࠺࡟㸪ࢪ࢙ࢽࢫࡢ┠ᶆほࡣ♫఍ᨵⰋࡢどⅬࢆ᭷ࡋ࡚࠾ࡾ㸪⮬㌟

ᐶᐜ࡛࠶ࡿࡇ࡜ࢆ⌮ゎࡍࡿࡇ࡜ࡢ㔜せᛶ࡟ࡘ࠸࡚᭩ࡁ㸪ࡑࡢࡇ࡜ࡀ㸪⚾ࡀᩍ࠼ࡿࡼ࠺࡟࡞ࡗࡓ⌮⏤ࡢ୍ࡘ࡛࠶ࡿ࡜ᛮ࠸ࡲࡍࠋࡑࡋ࡚մ⚾ࡣ㸪ࢠࣕࣥࢢࡢάື࡜㈋ᅔ࡜࠸
ࡗࡓࡼ࠺࡞ࡇ࡜ࡔࡽࡅ࡛࠶ࡗࡓ㠀ᖖ࡟㞴ࡋ࠸ၥ㢟ࡢ࠶ࡗࡓ㏆㞄࡬㸪ᩍ࠼ࡿࡓࡵ࡟ᡠࡾࡲࡋࡓࠋࡑࢀ࡛⚾ࡣ♫఍⛉ࡀ⚾࡟㐺ࡋ࡚࠸ࡿࡼ࠺࡟ᛮ࠸ࡲࡋࡓࠋ࡞ࡐ࡞ࡽ㸪յ♫఍⛉ࡢ┠ⓗࡣ㸪࠶࡞ࡓࡶࡈᏑࡌࡢ㏻ࡾ㸪࠶ࡿ✀ࡢࢩࢸ࢕ࢬࣥࢩࢵࣉᩍ⫱࡜ࢥ࣑ࣗࢽࢸ࢕ࢆ⠏ࡃ࡜࠸࠺ࡇ࡜࡛࠶ࡽࢀࡓ࠿ࡽ࡛ࡍࠋ ࢪ࢙࣮࣒ࢫࡣ㸪♫఍⛉ࡢ┠ᶆࢆ㸪⏕ᚐࡢୡ⏺ࢆᗈࡆ࡚␗࡞ࡗࡓ⪃࠼᪉ࢆㄆ㆑࡛ࡁࡿࡼ࠺࡟ࡍࡿࡇ࡜࡜ᤊ࠼࡚࠸ࡓ㸦஧㔜⥺ձ㸧ࠋࡇࡢࡼ࠺࡟㸪⏕ᚐࡀ␗࡞ࡿどⅬࢆ⋓ᚓࡋ࡞ࡀࡽୡ⏺࡬࡜ཧධࡍࡿࡇ࡜ࢆ㔜どࡋ࡚࠸ࡿࠋࡇࡢ┠ᶆࡢ᰿ᗏ࡟ࡣ㸪௚⪅࡜ࡢඹ⏕ࡸ㸪ࢥ࣑ࣗࢽࢸ࢕ࢆ⠏ࡃ࡜࠸࠺♫఍⛉ࡢ⌮ᛕࡀ࠶ࡿ㸦ୗ⥺ղյ㸧ࠋ⫼ᬒ࡟ࡣ㸪ከᵝ࡞ᩥ໬ࢆᣢࡘே࡜ฟ఍࠸㸪୙ᐶᐜ࡞♫఍࡟ၥ㢟ࢆឤࡌ࡚ࡁࡓ⮬㌟ࡢ⤒㦂ࡀ࠶ࡿ㸦ୗ⥺ճ㸧ࠋ♫఍࡬ࡢ␲ၥ࠿ࡽᐇ㝿࡟ၥ㢟ࡢከ࠸ᆅᇦ࡛ᩍቭ࡟ࡶ❧ࡗ࡚࠸ࡿ㸦Ἴ⥺մ㸧ࠋ㸦㸱㸧ࢪ࢙ࢽࢫࡢ♫఍⛉ࡢ┠ᶆほ ࢪ࢙ࢽࢫࡣḟࡢࡼ࠺࡟ㄽࡌ࡚࠸ࡓࠋ࠾ࡑࡽࡃ௚ࡢேࡢゝ࠺♫఍⛉࡜ࡣ࠿ࡅ㞳ࢀ࡚࠸ࡿ࠿ࡶࡶᩍ⫱ᐇ㊶⪅࡜ࡋ࡚ၥ㢟ࡢゎỴ࡟ྲྀࡾ⤌ࢇ࡛࠸ࡿࠋ㸦㸲㸧ᑠᣓ ௨ୖࡢࡼ࠺࡟㸪㸱ྡ࡛┠ᶆほࡣ኱ࡁࡃ␗࡞ࡗ࡚࠸ࡿࠋࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪◊✲⪅࡜ࡋ࡚᥈✲ࡋ࡚࠸ࡿᏊ࡝ࡶほࢆ⫼ᬒ࡟ࡋ࡞ࡀࡽ┠ᶆࢆタᐃࡋ࡚࠸ࡓࠋ୍᪉㸪ࢪ࢙࣮࣒ࢫ࡜ࢪ࢙ࢽࢫࡢሙྜࡣ㸪୙ᐶᐜ࡛୙බṇ࡞♫఍࡬ࡢၥ㢟ព㆑ࢆ๓ᥦ࡟ࡋ࡚࠾ࡾ㸪୧⪅࡜ࡶᏛᰯ࡛ࠕᩍ࠼ࡿࠖ࡜࠸࠺ᐇ㊶ࢆ㏻ࡋ࡚♫఍ṇ⩏ࡢᐇ⌧ࢆࡣ࠿ࡿ⤒㦂ࢆ᭷ࡋ࡚࠸ࡓࠋࡇࡢࡼ࠺࡟Ꮚ࡝ࡶࡢㄆ㆑㸦♫఍࡬ࡢཧධ㸧ࢆ㔜どࡍࡿ┠ᶆ࠿㸪♫఍ⓗ࡞ㄢ㢟ࡢゎỴ㸦♫఍ࡢᨵⰋ㸧ࢆ㔜どࡍࡿ┠ᶆ࠿࡜࠸࠺┦㐪ࡀࡳࡽࢀࡿࠋࡇࡢ┠ᶆ࡟ᑐࡋ࡚ࡶ㸪Ꮫၥ࡛㈉⊩ࡍࡿࡇ࡜࡟ࡼࡾẚ㔜ࢆ⨨ࡃ࠿㸦ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺ㸧㸪ᩍ⫱ᐇ㊶࡛㈉⊩ࡍࡿࡇ࡜࡟ࡼࡾẚ㔜ࢆ⨨ࡃ࠿㸦ࢪ࢙࣮࣒ࢫ㸪ࢪ࢙ࢽࢫ㸧㸪ࡑࢀࡒࢀẚ㔜ࡢ⨨ࡁ᪉࡟┦㐪ࡀࡳࡽࢀࡿࠋࡾ㸪ඛ࡯࡝ゝࡗࡓࡇ࡜࡟ᡠࡿࡢ࡛ࡍࠋ ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪ࠕᏊ࡝ࡶࡓࡕࡢ♫఍ⓗୡ⏺㸪♫఍ᩥ໬ⓗୡ⏺ࢆᗈࡆࡿᡭຓࡅࠖࢆࡍࡿࡓࡵ࡟㸪ᩍ⫱࡟㛵ࢃࡾ⥆ࡅࡿࡇ࡜ࢆ⮬㌟ࡢ♫఍ⓗ㈐௵࡜ᤊ࠼࡚࠸ࡿ㸦஧㔜⥺ձղճմյ㸧ࠋᩍᖌࡢ㡭ࡣ㸪┤᥋㸪Ꮚ࡝ࡶࡓࡕ࡟♫఍⛉ᤵᴗࢆࡍࡿࡇ࡜࡛㈐௵
ࢆᯝࡓࡋ㸦஧㔜⥺ձճ㸧㸪኱Ꮫᩍဨ࡟࡞ࡗ࡚௨㝆ࡣ㸪ࠕᏊ࡝ࡶ࡜୍⥴࡟ാࡃᩍᖌࠖࡓࡕ࡜༠ാࡍࡿࡇ࡜࡛㸪㛫᥋ⓗ࡟Ꮚ࡝ࡶࡢᩍ⫱࡟ᚑ஦ࡋ㸪⮬㌟ࡢ♫఍ⓗ㈐௵ࢆᯝࡓࡋ࡚࠸ࡿ㸦஧㔜⥺ձյ㸧ࠋᙼࡣ㸪ᩍ⫱⪅࣭◊✲⪅ࡢᙺ๭࡜ࡋ࡚㸪Ꮚ࡝ࡶࡢᩍ⫱࡟ᚑ஦ࡍࡿ࡜࠸࠺ࡼࡾࡶ㸪ࠕ኱ேࠖ࡜ࡋ࡚ࠕᏊ࡝ࡶࠖࡢࠕ♫఍ⓗୡ⏺㸪♫఍ᩥ໬ⓗୡ⏺ࢆᗈࡆࡿᡭຓࡅࢆࡍࡿࡇ࡜ࠖࢆ♫఍ⓗ࡞㈐௵࡜ᤊ࠼࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿࠋ࠶ࡃࡲ࡛㸪ᩍ⫱ࡸ◊✲ࡣᡭẁ࡜࡞ࡗ࡚࠸ࡿࠋ㸦㸰㸧ࢪ࢙࣮࣒ࢫࡢ♫఍ⓗ㈐௵ࡢᤊ࠼
 ࢪ࢙࣮࣒ࢫࡣḟࡢࡼ࠺࡟ㄽࡌ࡚࠸ࡓࠋ኱ࡁ࡞ၥ࠸࡛ࡍࡡࠋࡑࢀࡣ㸪ከᒙⓗࡔ࡜ᛮ࠸ࡲࡍࠋձ⚾㸲㸬♫఍ⓗ㈐௵࠿ࡽぢࡿᩍᖌᩍ⫱⪅࡜ࡋ࡚ࡢ౑࿨

ࡣᏛᰯࡢ⏕ᚐ࡟ᑐࡋ࡚㈐௵ࢆᣢࡗ࡚࠾ࡾ㸪⚾ࡢάືࡣࡘࡇࡇ࡛ࡣ㸪㸱ྡࡢᩍᖌᩍ⫱⪅ࡀ㸪⮬㌟ࡢ♫఍ⓗ㈐௵ࢆ࡝ࡢࡼ࠺࡟ᤊ࠼࡚࠸ࡿࡢ࠿ࢆ㸪࢖ࣥࢱࣅ࣮࡛ࣗࡢㄒࡾ࠿ࡽ᫂ࡽ࠿࡟ࡍࡿࠋ࠸ࡎࢀࡢࣉࣟࢺࢥ࡛ࣝࡶ㸪♫఍ⓗ㈐௵࡟ࡘ࠸࡚
ㄽࡌ࡚࠸ࡿ⟠ᡤ࡟ࡣ஧㔜⥺ࢆ௜ࡋࡓࠋ㸦㸯㸧ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡢ♫఍ⓗ㈐௵ࡢᤊ࠼
 ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪⮬㌟ࡢ♫఍ⓗ㈐௵
࡟ࡘ࠸࡚ḟࡢࡼ࠺࡟ㄽࡌ࡚࠸ࡓࠋ

࡞㈐௵ࡔ࡜ᛮ࠸ࡲࡍࠋղࡲࡓᩍᖌ࡟ᑐࡋ࡚ࡶ㈐௵ࢆ㈇ࡗ

⚾ࡣ㸪⏕ᾭ࡟ࢃࡓࡗ࡚ᩍ⫱࡟㛵ࢃࡗ࡚࠾ࡾ㸪᭱ึࡣ⏕ᚐࡢάື࡟ཧຍࡋ㸪እࡢࢥ࣑ࣗࢽࢸ࢕ࡸᏛ఍࡛ࡣ኱Ꮫࡢ㢦࡜ࡋ࡚㸪௒࡛ࡣ኱ே࡜ࡋ࡚ᩍ⫱࡟ᚑ஦ࡋ࡚࠸ࡲࡍࠋձ⚾࡜࡞ࡾ㸪኱Ꮫࡢࡇ࡜ࢆࡼࡃ⪃࠼ࡲࡍࠋմ♫఍⛉ࡸබẸᩍࡣᩍᖌ࡛ࡋࡓࡀ㸪ࡑࡢᚋ㸪ᩍᤵ࡟࡞ࡗ࡚㸪ࡑࡋ࡚㸦ᐃᖺ⫱࡜࠸ࡗࡓ⚾ࡢ◊✲㡿ᇦ࡟ࡶ㈐௵ࢆ㈇ࡗ࡚࠸ࡲࡍࠋ◊✲ᚋࡢ㸧௒࡛ࡶᩍ࠼࡚࠸ࡲࡍࠋࡋࡓࡀࡗ࡚㸪ղ⚾ࡣ⮬ศࡢ࡟඲ຊࢆᑾࡃࡋ㸪ᛮ៖῝ࡃࡑࡢࢥ࣑ࣗࢽࢸ࢕ࡸᑐヰ࡟ཧ㈐௵ࢆ㛗࠸㛫㸦ᩍ⫱࡟㛵ࢃࡗ࡚㸧ດຊࡍࡿࡇ࡜ࡔ࡜ᐃ⩏ຍࡍࡿࡇ࡜ࢆヨࡳ㸪ࡑࡋ࡚๓㐍ࡍࡿࡇ࡜࡟ᣮᡓࡋࡲࡍࠋࡋ࡚࠸ࡲࡍࠋճ⚾ࡣ㸪ᩍᖌ࡜ࡋ࡚ᐇ㝿࡟♫఍⛉ࢆᩍ࠼ࡿㄽᩥࡢᰝㄞ⪅ࡸ࣓ࣥࢱ࣮࡟࡞ࡿࡇ࡜㸪௚ࡢ◊✲⪅ࢆᨭ᥼ࡇ࡜࡟㈉⊩ࡋ࡚ࡁࡲࡋࡓࡋ㸪մᏊ࡝ࡶࡓࡕࡢ♫఍ⓗୡࡋࡓࡾ㸪ࣇ࢕࣮ࢻࣂࢵࢡࢆ୚࠼ࡓࡾࡍࡿࡇ࡜࡛㸪⚾ࡓࡕ⏺㸪♫఍ᩥ໬ⓗୡ⏺ࢆᗈࡆࡿᡭຓࡅࢆࡍࡿࡓࡵ࡟㸪Ꮫᰯࡢ◊✲ศ㔝ࢆᙉ໬ࡍࡿάືࡶ⾜࠸ࡲࡍࠋࡑࡋ࡚㸪յ⚾ࡢ࡟࠾࠸࡚Ꮚ࡝ࡶࡓࡕ࡜ാ࠸࡚ࡁࡲࡋࡓࠋյ⚾ࡣ㸪኱ே࡜Ꮫ⏕࡟ᑐࡋ࡚ࡶ㈐௵ࢆ㈇ࡗ࡚࠸ࡲࡍࠋᙼࡽࡀࡼࡾࡼ࠸◊ࡋ࡚㸪Ꮚ࡝ࡶ࡜୍⥴࡟ാࡃᩍᖌ࡜ാ࠸࡚࠸ࡲࡍࠋ⚾ࡣ㸪✲⪅ࡸᩍᖌᩍ⫱⪅࡟࡞ࢀࡿࡼ࠺࡟᥼ຓࡍࡿࡢ࡛ࡍࠋᩍᤵ࡜ࡋ࡚㸪Ꮚ࡝ࡶ࡜୍⥴࡟ാࡃ኱ே࡜୍⥴࡟ാ࠸࡚࠸ࢪ࢙࣮࣒ࢫࡣ㸪♫఍ⓗ㈐௵ࡣከᒙⓗ࡛࠶ࡿ࡜ࡋ࡚㸪᭱ࡶ㔜せ࡞ࡇ࡜ࡣ㸪ࠕᏛᰯࡢ⏕ᚐ࡟ᑐࡋ࡚ࠖ㸦஧㔜⥺ձ㸧࡜ࡋ࡚࠸ࡿࠋࡇࡢ௚࡟㸪ࠕᩍᖌ㸦ᐇ⩦⏕ࢆࡲࡍࠋࡋࡓࡀࡗ࡚㸪⚾ࡣ୍Ṍࡎࡘ㸦Ꮚ࡝ࡶ࠿ࡽ㸧㐲ࡊ࠿ࡗ࡚࠸ࡲࡍࡀ㸪⚾ࡣࡎࡗ࡜㸦Ꮚ࡝ࡶࡢࡓࡵ࡟㸧ാ࠸࡚࠾ࡡ࡟ᙼࡽ࡟Ẽᣢࡕࡀྥࡅࡽࢀ࡚࠸ࡲࡍࠋࡇࢀࡀ᭱ࡶ㔜せ࡚࠸ࡲࡍࠋᩍᖌ࡜ࡣ⚾ࡀ⫱࡚࡚࠸ࡿᩍᖌ࡟㝈ࡽࡎ㸪⌧࡟ാ࠸࡚࠸ࡿᩍᖌࡶࡑ࠺࡛ࡍࠋ⚾ࡣ㸪ᙼࡽࡀ⚾ࡢࡇ࡜ࢆࣃ࣮ࢺࢼ࣮࡜ࡳ࡚ḧࡋ࠸ࡢ࡛㸪ᩍᖌࡓࡕࢆᨭ᥼ࡋ࣓ࣥࢱࣜࣥࢢࡋ㸪ࡲࡓᙼࡽ࠿ࡽᏛࡧࡓ࠸ࡋ㸪༠ാࡍࡿࡇ࡜ࡶᮃࢇ࡛࠸ࡲࡍࠋࡋࡓࡀࡗ࡚㸪⚾⮬㌟㸪ᙼࡽࡀࡋ࡚࠸ࡿάືࡢࣃ࣮ࢺࢼ࣮ࡔ࡜⪃࠼࡚࠸ࡲࡍࠋճ⚾ࡣ኱Ꮫ࡟ᑐࡋ࡚ࡶ㈐௵ࢆ㈇ࡗ࡚࠸ࡲࡍࠋ࣋ࢫࢺࢆᑾࡃࡋᏛ⏕ࢆᣦᑟࡋ㸪኱Ꮫྵࡴ㸧ࠖ㸦஧㔜⥺ղ㸧㸪ࠕ኱Ꮫࠖ㸦஧㔜⥺ճ㸧㸪ࠕ◊✲㡿ᇦࠖ㸦஧㔜⥺մ㸧㸪ࠕ㸦༤ኈㄢ⛬ࡢ㸧Ꮫ⏕ࠖ㸦஧㔜⥺յ㸧࡟ᑐࡋ࡚㈐௵ࡀ࠶ࡿ࡜࠸࠺ࠋࡲࡓ㸪ᆅᇦࡢẸ㛫Ṕྐ◊✲ᅋయ➼࡟ࡶ㛵ࢃࡾ㸪♫఍㈉⊩ࡶࡋ࡚࠸ࡿࠋᙼዪࡣ㸪ᩍᖌࡸᏛ⏕➼ࢆୗ఩ࡢᏑᅾ㸦ၨⵚᑐ㇟㸧࡜ࡋ࡚ぢ࡞ࡍࡢ࡛ࡣ࡞ࡃ㸪࠶ࡃࡲ࡛ࠕࣃ࣮ࢺࢼ࣮࡛ࠖ࠶ࡾ㸪ࠕᑐ➼ࠖ࡟Ꮫࢇ࡛࠸ࡃᏑᅾ࡛࠶ࡿ࡜ᙉㄪࡋ࡚࠸ࡿࠋᩍᖌ࡟ᑐࡋ࡚ࡣ㸪࣓ࣥࢱࣜࣥࢢࢆᐇ᪋ࡋ㸪༤ኈㄢ⛬ࡢᏛ⏕࡟ᑐࡋ࡚ࡣ㸪ࠕࡼࡾࡼ࠸◊✲⪅ࡸᩍᖌᩍ⫱⪅ࠖ࡟࡞ࡗ࡚ḧࡋ࠸࡜࠸ࡗࡓ㢪࠸ࢆᣢࡕ㸪ࡑࡢ᥼ຓࢆࡋ࡚࠸ࡿ࡜࠸࠺ࠋࡇ࠺ࡋࡓ௚⪅࡜ࡢ㛵ಀᛶ㸦ಙ㢗ᛶ㸧ࢆ㔜どࡍࡿጼໃࡣ㸪◊✲࡟࠾࠸࡚㸪Ꮫᰯ࡟㛵ࢃࡿ㝿࡟ࡶ㈏࠿ࢀ࡚࠾ࡾ㸪௨ୗࡢࡼ࠺࡟ㄒࡗ࡚࠸ࡿࠋཎ๎࡜ࡋ࡚㸪እ࡟ฟ࡚㛵ಀࢆᵓ⠏ࡍࡿࡢࡣ㸪⚾ࡢ㈐௵࡛
ࡍࠋࡑࡢࡓࡵ㸪⚾ࡣᏛᰯ࡟⾜ࡁ㸪኱᢬ࡣࢧ࣮ࣅࢫࢆᥦ౪ࡍࡿࡇ࡜࠿ࡽጞࡵ࡚㸪ྛ✀ࡢࣜࢯ࣮ࢫࢆᏛᰯ࡟ᣢࡕ㎸ࡳ㸪ᩍᖌࢆᨭ᥼ࡍࡿࡓࡵ࡟Ꮫᰯ࡛㐣ࡈࡍࡇ࡜ࢆ⏦ࡋฟࡲࡍࠋࡑࡋ࡚㸪᫬㛫ࢆ࠿ࡅ࡚㸪ఱே࠿ࡢᩍᖌࡸ⟶⌮⫋࡜ಙ㢗㛵ಀࢆᵓ⠏ࡋ࡚࠸ࡁࡲࡍࠋ⚾ࡢ㸰ᖺࢆ࠿ࡅࡓ◊✲ࣉࣟ㸦㸲㸧ᑠᣓࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺ࡜ࢪ࢙࣮࣒ࢫࡣ㸪♫఍ⓗ㈐௵࡜ࡋ࡚㸪ඹ㏻࡟ࠕᏊ࡝ࡶࠖࡸࠕ⏕ᚐࠖࢆ⫱࡚ࡿ࡜࠸ࡗࡓㄒࡾࡀぢࡽࢀࡓࠋࡓࡔࡋ㸪┤᥋ⓗ࡟ࠕᏊ࡝ࡶࠖࢆᩍ࠼ࡿࡢ࡛ࡣ࡞ࡃ㸪ᩍᖌ㸦ᩍᖌᚿᮃᏛ⏕ࢆྵࡴ㸧ࡸ༤ኈㄢ⛬ࡢᏛ⏕㸦◊✲⪅࣭ᩍᖌᩍ⫱⪅㸧➼࡟㛵ࢃࡾ༠ാࡋ㸪ᙼࡽࡢᡂ㛗ࢆ᥼ຓࡍࡿࡇ࡜࡛㸪㛫᥋ⓗ࡟㈐௵ࢆᯝࡓࡑ࠺࡜ࡋ࡚࠸ࡓࠋ࡞࠾㸪ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪⮬㌟ࡢࡇࢀࡲ࡛ࡢே⏕ࢆ㋃
ࡲ࠼ࡓಠ▔ⓗ࡞ㄒࡾ࡜࡞ࡗ࡚࠾ࡾ㸪ࢪ࢙࣮࣒ࢫࡣ⌧ᅾࡢ≧ἣࢆヲ⣽࡟ㄒࡿࡶࡢ࡜࡞ࡗ࡚࠸ࡓࠋ୍᪉㸪ࢪ࢙ࢽࢫࡣ㸪ᩍဨ㣴ᡂ࡟᭱኱ࡢ㈐௵ࢆぢฟࡋ࡚࠸ࡓࠋᙼዪࡶ኱Ꮫ࡟ᡤᒓࡋ࡚࠸ࡿࡀ㸪Ꮫᰯ⌧ሙ࡟ࠕࢡࣜࢽ࢝ࣝ෸ᩍᤵࠖ࡜ࡋ࡚ᖖ㥔ࡋ㸪ᐇ㝿࡟♫఍⛉ᤵᴗࢆᢸᙜࡋ࡞ࡀࡽ㸪ᩍ⫱ᐇ⩦⏕ࡢᣦᑟࢆ࠾ࡇ࡞࠺ᙺ๭࡜࡞ࡗ࡚࠸ࡿࠋࡇ࠺ࡋࡓ❧ሙࡀ㸪๓⪅㸰ྡ࡜ࡢ┦㐪ࡢ⫼ᬒ࡟࠶ࡿࠋ 㸱ྡࡢ♫఍ⓗ㈐௵ࡢᤊ࠼ࡣ㸪ᙼ㸦ᙼዪ㸧ࡽࡢ♫఍ほࡸ኱Ꮫ࡟࠾ࡅࡿ❧ሙࡢ㐪࠸࡟⏤᮶࣭つᐃࡉࢀ࡚࠸ࡿ࡜ᛮࢃࢀࡿࠋࢪ࢙ࢡࢺࡣ㸪ࡇࡢࡼ࠺࡞㛵ಀᛶ࠿ࡽ⏕ࡲࢀࡓࡶࡢ࡛ࡍࠋ㸦͐␎͐㸧Ꮫᰯ⌧ሙ࡛ᤵᴗࢆᩍ࠼ࡿࡇ࡜ࡶ࠶ࡾࡲࡋࡓࠋ㸦㸱㸧ࢪ࢙ࢽࢫࡢ♫఍ⓗ㈐௵ࡢᤊ࠼
ࢪ࢙ࢽࢫࡣḟࡢࡼ࠺࡟ㄽࡌ࡚࠸ࡓࠋ

㸳. ࠾ࢃࡾ࡟㸫㸱ྡࡢprofessional identityࡣఱ࠿㸫ձ⚾ࡢ㈐௵㸪ࡑࢀࡣఱࡀ㉳ࡁࡓ࡜ࡋ࡚ࡶ㸪⮬ศࡢ⬟ຊࡢ㝈 ࡇࡇࡲ࡛ࡢ㸱ࡘࡢศᯒ㸦ձ◊✲㛵ᚰ࡜໅ົᐇែࡢศᯒ㸪ղ♫఍⛉ほࡢศᯒ㸪ճᩍᖌᩍ⫱⪅ほࡢศᯒ㸧ࢆᩚ⌮ࡋ㸪մᩍᖌᩍ⫱⪅ࡢᅾࡾ᪉ࢆᢳฟࡍࡿࠋࡑࡢୖ࡛㸪ࡇࢀࡽ㸲ࡘࡢศᯒࢆ⤫ྜࡋ㸪ࡑࢀࢆ
professional identity ࡢᵝ┦㸦ෆᐇ㸧࡜ࡋ࡚ᥦ♧ࡍࡿࠋ㸱ྡࡢᵝ┦ࢆᑐ↷⾲࡜ࡋ࡚♧ࡋࡓࡢࡀ⾲㸯࡛࠶ࡿࠋ௨ୗ㸪ලయⓗ࡟ㄝ᫂ࡋࡼ࠺ࠋ࡞࠾㸪࠙ ࠚࡣศᯒ࢝ࢸࢦ࣮ࣜࢆ♧ࡍࠋࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡣ㸪ࠕᏊ࡝ࡶࡢ㸦♫఍ᩥ໬ⓗ㸧ୡ⏺ࡢᣑ኱ࠖࢆ࠙♫఍⛉ࡢ┠ᶆࠚ࡜ࡋ࡚⪃࠼࡚࠾ࡾ㸪ࡑࡢ㐩ᡂࢆࠕᡭຓࡅࠖࡍࡿࡇ࡜ࡀ࠙♫఍ⓗ㈐௵ࠚ࡛࠶ࡿ࡜ࡋࡓࠋලయⓗ࡟ࡣ㸪ࠕᩍᖌࡸ㝔⏕㸦ᩍᖌᩍ⫱⪅㸧ࡢᣦᑟࠖ࡟↔Ⅼ໬ࡋ㸪Ꮚ࡝ࡶ࡟㛫᥋ⓗ࡟㛵ࢃࡿࡇ࡜࡛㸪
ࡑࡢ㈐௵ࢆᯝࡓࡋ࡚࠸ࡓࠋ
ࡑࡋ࡚㸪࠙◊✲㛵ᚰࠚ࡟ࡳࡽࢀࡿࡼ࠺࡟㸪ᙼࡢ◊✲ࡣ㸪ᩍᐊ୰ᚰࡢㄪᰝ◊✲࡟ࡼࡗ࡚㸪ࠕᏊ࡝ࡶࡢṔྐࡢᏛࡧࡸㄆ㆑ࠖࢆ⌮ゎࡋࡼ࠺࡜ࡍࡿࡶࡢ࡛࠶ࡿࠋࡑࢀࡣ㸪࠸ࢃࡤ㸪ᙼࡢࡶࡘ࠙♫఍⛉ࡢ┠ᶆࠚࡾ㸪ࡑࡋ࡚⮬ศࡢ࣋ࢫࢺࢆࡘࡃࡋ࡚ᙼࡽࢆᩍᖌ࡟㣴ᡂࡍࡿࡇ࡜࡛ࡍࠋࢪ࢙ࢽࢫࡣ㸪ᩍဨ㣴ᡂࢆ⮬㌟ࡢ♫఍ⓗ㈐௵࡜ᤊ࠼࡚࠸ࡿ㸦஧㔜⥺ձ㸧ࠋࡲࡓ㸪ᩍဨ㣴ᡂ࡟࠾࠸࡚㸪஧ࡘࡢᩥ໬ⓗ࡟␗࡞ࡿேࠎࡢ㞟ᅋࢆ⤖ࡧࡘࡅࡿࡇ࡜ࢆᐇ㊶ࡋ࡚࠾ࡾ㸪ࡑࡇ࡟⮬㌟ࡢᏑᅾព⩏ࢆぢ࠸ࡔࡋ࡚࠸ࡿࠋࡇ࠺ࡋࡓ㑅ᢥࡣ㸪ቃ⏺㉺ቃ⪅࡜ࡋ࡚ࡢᙼዪࡢ⤒㦂࡟⏤᮶ࡋ࡚࠸ࡿ㸦஧㔜⥺ղճ㸧ࠋղ⚾ࡣ㸪6 㧗ᰯ㸦⏕ᚐࡢከࡃࡣ᭷Ⰽே✀㸧ࡢ⏕ᚐ࡜ᡤᒓ኱Ꮫ㸦Ꮫ⏕ࡢከࡃࡣⓑே㸧ࡢᩍᖌᚿᮃᏛ⏕ࢆ⤖ࡧࡘࡅࡿࡇ࡜࡛㸪஧ࡘࡢᩥ໬ⓗ࡟␗࡞ࡿேࠎࡢ㞟ᅋࢆ⤖ࡧࡘࡅࡿࡇ࡜࡛⚾ࡣ⮬㌟ࡢᏑᅾࢆព࿡࡙ࡅ࡚࠸ࡲࡍࠋ㸦͐␎͐㸧ճࡑࡢ✀ࡢ௙஦ࢆࡍࡿ⚾ࡢ㑅ᢥࡣ㸪⚾ࡢᏑᅾࡸ⚾ࡀࡑࡢୡ⏺࡛ከᵝ࡞ࣞࣥࢬࢆ㏻ࡋ࡚≀஦ࢆぢࡿቃ⏺㉺ቃ⪅࡜ࡋ࡚࠸࠿࡟⤒㦂ࡋ࡚ࡁࡓ࠿࡜࠸࠺ࡇ࡜࠿ࡽࡲࡉ࡟⏕ࡌ࡚࠸ࡲࡍࠋ࡛࠶ࡿࠕᏊ࡝ࡶࡢ♫఍ᩥ໬ⓗୡ⏺ࡢᣑ኱ࠖࡢ㐩ᡂ࡬ࡢᐤ୚ࢆពᅗࡋࡓࡶࡢ࡛࠶ࡿ࡜ゎࡉࢀࡿࠋࡲࡓ㸪࠙໅ົ᫬㛫ࡢ㓄ศࠚࡣ㸪40㸦ᩍ⫱㸧㸸40㸦◊✲㸧㸸20㸦ࢧ࣮ࣅࢫ㸧࡜⏦࿌ࡋ㸪࠙♫఍⛉ࡢ┠ᶆࠚࢆᩍ⫱࡜◊✲ࡢ୧᪉࠿ࡽ㐩ᡂࡋࡼ࠺࡜ࡋ࡚࠾ࡾ㸪⮬ぬⓗ࡟ᩍ⫱࡜◊✲ࢆ㔜どࡋ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿࠋ௨ୖࡼࡾ㸪ࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡢᩍᖌᩍ⫱⪅ࡢᅾࡾ᪉࡜ࡋ࡚㸪ᙼࡢࡶࡘ࠙♫఍⛉ࡢ┠ᶆࠚࢆ㐩ᡂࡍࡿࡓࡵࡢࠕᏊ࡝ࡶࠖࠕᩍᖌࠖࠕᩍᖌᩍ⫱⪅ࠖࡢӐᣦᑟ⪅㸦supervisor㸧ӑ࡜ࡋ࡚ࡢഃ㠃ࡀࡼࡃฟ࡚࠸ࡿ࡜ゝ࠼ࡿࡢ࡛ࡣ࡞࠸ࡔࢁ࠺࠿ࠋࢪ࢙࣮࣒ࢫࡣ㸪ࠕᏊ࡝ࡶࡸ௚ࡢேࠎ࡜ඹ࡟ࢥ࣑ࣗࢽࢸ࢕ࢆᵓ⠏ࡍࡿࠖࡇ࡜ࢆ࠙♫఍⛉ࡢ┠ᶆࠚ࡜ࡋ࡚⪃࠼࡚࠸ࡿࠋࡑࡋ࡚㸪ࡑࡢ㐩ᡂࡢࡓࡵ࡟㸪࠙♫఍ⓗ㈐௵ࠚࢆࠕከᒙⓗ࡞ᑐ㇟㸦⏕ᚐ㸪ᩍᖌ㸪኱Ꮫ㸪◊✲㡿ᇦ㸪༤ኈㄢ⛬ࡢᣦᑟᏛ⏕㸧࡜ࡢ༠ാ࡜ᑐヰࠖ࡟↔Ⅼ໬ࡋ࡚࠸ࡓࠋࡇࡢࡼ࠺࡟㸪ᙼዪࡣ㸪ࠕ⬟ືⓗ࡞୺య⪅ࠖ࡜ࡋ࡚♫఍⛉ᩍ⫱࡟㛵ࢃࢁ࠺࡜ࡍࡿⅬ࡟࠾࠸࡚㸪ඛ࡯࡝ࡳ࡚ࡁࡓࣦ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࡢ㈐௵࡜ඹ㏻ࡋ࡚࠸ࡿ㒊ศࡀࡳࡽࢀࡿࠋࡑࡋ࡚㸪ᙼዪࡢ࠙◊✲㛵ᚰࠚࡣࠕᕷẸࡢࢥ࣑ࣗࢽࢸ࢕ࡢᵓ⠏ࠖ࡟࠶ࡿࠋࡑࡢࡓࡵ࡟㸪ඹྠ◊✲⪅࡜㛵ࢃࡾ㸪ࣉࣟࢪ࢙ࢡࢺࢆ㐍ࡵ࡞ࡀࡽ㸪ࠕᑓ㛛ⓗ࡞ඹྠయࠖࢆᵓ⠏ࡋ࡚࠸ࡃࡇ࡜࡟㸪ᙼዪࡣ◊✲ࡢព⩏ࢆぢ࠸ࡔࡋ࡚࠸ࡿࠋࡲࡓ㸪࠙໅ົ᫬㛫ࡢ㓄ศࠚࡣ㸪41㸦ᩍ⫱㸧㸸15㸦◊✲㸧㸸44㸦ࢧ࣮ࣅࢫ㸧࡜⏦࿌ࡋ࡚࠸ࡿࡼ࠺࡟㸪㛵ಀᛶ㸦ಙ㢗ᛶ㸧ࡢᵓ⠏ࢆ㔜どࡋ࡚࠸ࡿࡓࡵ㸪௚ࡢ㸰ྡ࡜ẚ࡭࡚㸪⮬ぬⓗ࡟ࢧ࣮ࣅࢫ㸦ከᵝ࡞ᒙ࡜ࡢ㛵ࢃࡾ㸧ࢆ㔜どࡋ࡚࠸ࡿ࡜⪃࠼ࡽࢀࡿࠋ௨ୖࡼࡾ㸪ࢪ࢙࣮࣒ࢫࡢᩍᖌᩍ⫱⪅ࡢᅾࡾ᪉ࡣ㸪㛵ಀᛶ㸦ಙ㢗ᛶ㸧ࡢᵓ⠏ࢆ┠ᣦࡋࡓከᵝ࡞ᒙ࡬ࡢӐຓゝ⪅㸦mentor㸧ӑ࡜ࡋ࡚ࡢഃ㠃ࡀࡼࡃฟ࡚࠸ࡿ࡜ゝ࠼ࡿࡢ࡛ࡣ࡞࠸ࡔࢁ࠺࠿ࠋࢪ࢙ࢽࢫࡣ㸪ࠕᏊ࡝ࡶ࡜ඹ࡟ࢥ࣑ࣗࢽࢸ࢕ࡢㄆ㆑ࢆ෌ᵓ⠏ࡍࡿࠖࡇ࡜ࢆ࠙♫఍⛉ࡢ┠ᶆࠚ࡜ࡋ࡚⪃࠼࡚࠸ࡿࠋࡇࡢࡼ࠺࡟㸪ࠕᏊ࡝ࡶ㸦ᕷẸ㸧ࡢ⌧ᐇୡ⏺ࡢ෌ᵓ⠏ࠖࢆ┠ᣦࡍ࡜࠸࠺Ⅼ࡟࠾࠸࡚ࡣ㸪ඛ࡯࡝ࡳࡓࢪ࢙࣮࣒ࢫࡢ┠ᶆ࡜ඹ㏻ࡋ࡚࠸ࡿ㒊ศࡀࡳࡽࢀࡿࠋࡑࡋ࡚㸪࠙♫఍ⓗ㈐௵ࠚࢆᩍဨ㣴ᡂࡢᐇ㊶࡟࠾
࠸࡚␗࡞ࡿᩥ໬ࢆ⤖ࡧࡘࡅࡿᙺ๭࡟↔Ⅼ໬ࡋ࡚࠸ࡓࠋࡇࡢࡼ࠺࡟㸪ᙼዪࡣ㸪ࠕ፹௓⪅ࠖ࡜ࡋ࡚♫఍⛉ᩍ⫱࡟㛵ࢃࢁ࠺࡜ࡍࡿⅬ࡟࠾࠸࡚㸪ඛ࡯࡝ࡢ㸰ྡࡢ㈐௵࡜␗࡞ࡗ࡚࠸ࡿࠋࡇࢀࡽࡢ࠙♫఍⛉ࡢ┠ᶆࠚ࡜࠙♫఍ⓗ㈐௵ࠚࡢ᰿※࡟ࡣ㸪ᙼዪࡢ࠙◊✲㛵ᚰࠚ࡛࠶ࡿࠕᕷẸࡢࡼࡾබṇ࣭බᖹ࡞ୡ⏺ࡢㄆ㆑࡜ᵓ⠏ࠖ࡜⮬㌟ࡢฟ⮬ࡀ࠶ࡿ࡜⪃࠼ࡽࢀࡿࠋࡲࡓ㸪࠙໅ົ᫬㛫ࡢ㓄ศࠚࡣ㸪82㸦ᩍ⫱㸧㸸14㸦◊✲㸧㸸4㸦ࢧ࣮ࣅࢫ㸧࡜⏦࿌ࡋ࡚࠸ࡿࡼ࠺࡟㸪௚ࡢ㸰ே࡜ẚ࡭࡚㸪⮬ぬⓗ࡟✺ฟࡋ࡚ᩍ⫱ࢆ㔜どࡋ࡚⾲㸯 㸱ྡࡢᩍᖌᩍ⫱⪅ࡢ Professional Identity ࡢᵝ┦㸦➹⪅సᡂ㸧ศᯒ࢝ࢸࢦ࣮ࣦࣜ࢓ࣥࢫࣞࢵࢻࣛ࢖ࢺࢪ࢙࣮࣒ࢫ◊✲㛵ᚰᏊ࡝ࡶࡢṔྐࡢᏛࡧࡸㄆ㆑ᕷẸࡢࢥ࣑ࣗࢽࢸ࢕ࡢᵓ⠏40㸸40㸸20

41㸸15㸸44ࢪ࢙ࢽࢫᕷẸࡢࡼࡾබṇ࣭බᖹ࡞ୡ⏺ࡢㄆ㆑࡜ᵓ⠏໅ົ᫬㛫ࡢ㓄ศ
82㸸14㸸4ᩍ⫱㸸◊✲㸸ࢧ࣮ࣅࢫᏊ࡝ࡶ㸦ᕷẸ㸧ࡢ⌧ᐇୡ⏺ࡢ෌ᵓ⠏♫఍⛉ࡢ┠ᶆᏊ࡝ࡶࡢ♫఍ᩥ໬ⓗୡ⏺ࡢᣑ኱Ꮚ࡝ࡶࡸ௚ࡢேࠎ࡜ඹ࡟ࢥ࣑ࣗᏊ࡝ࡶ࡜ඹ࡟ࢥ࣑ࣗࢽࢸ࢕ࡢㄆ㆑ࢽࢸ࢕ࢆᵓ⠏ࡍࡿࢆ෌ᵓ⠏ࡍࡿ⬟ືⓗ࡞୺య⪅࡜ࡋ࡚ࡢ♫఍⛉ᩍ⫱࡬ࡢ㛵ࢃࡾ♫఍ⓗ㈐௵

ᩍᖌᩍ⫱⪅ࡢᅾࡾ᪉፹௓⪅࡜ࡋ࡚ࡢ♫఍⛉ᩍ⫱࡬ࡢ㛵ᩍᖌࡸ㝔⏕㸦ᩍᖌᩍ⫱⪅㸧ࡢᣦᑟከᒙⓗ࡞ᑐ㇟㸦⏕ᚐ㸪ᩍᖌ㸪◊✲ࢃࡾ㸦␗࡞ࡿᩥ໬㞟ᅋ㸫㧗ᰯࡢᩍᖌ࡟↔Ⅼ໬㸦Ꮚ࡝ࡶ࡟ࡣ㛫᥋ⓗ࡟㛵⪅㸪㝔⏕㸦ᩍᖌᩍ⫱⪅㸧㸧࡜ࡢ༠࡜ᩍᖌᩍ⫱⪅㸪ᩍဨᚿᮃᏛ⏕࡜㧗ᰯࢃࡿ㸧ാ࡜ᑐヰ࡟↔Ⅼ໬⏕㸫ࢆ⤖ࡧࡘࡅࡿᙺ๭࡟↔Ⅼ໬㸧ᣦᑟ⪅㸦supervisor㸧ຓゝ⪅㸦mentor㸧፹௓⪅㸦mediator㸧࠸ࡿࠋࡑࢀࡣ㸪ᙼዪࡀ⨨࠿ࢀ࡚࠸ࡿࢡࣜࢽ࢝ࣝ෸ᩍᤵ࡜࠸࠺❧ሙࡀ᭱኱ࡢせᅉ࡜᥎ᐹࡉࢀࡿࠋ௨ୖࡼࡾ㸪ࢪ࢙ࢽࢫࡢᩍᖌᩍ⫱⪅ࡢᅾࡾ᪉ࡣ㸪⌧ሙࡢᩍᖌ࡜ᩍᖌᩍ⫱⪅࡜ࡢ㛫ࡸᙼዪࡀᩍ࠼࡚࠸ࡿᩍဨᚿᮃᏛ⏕࡜㧗ᰯ⏕࡜ࡢ㛫ࢆ⾜ࡁ᮶ࡋ㸪᪉ྥ௜ࡅࡿӐ፹௓⪅㸦mediator㸧ӑ࡜ࡋ࡚ࡢഃ㠃ࡀࡼࡃฟ࡚࠸ࡿ࡜ゝ࠼ࡿࡢ࡛ࡣ࡞࠸ࡔࢁ࠺࠿ࠋୖグࡢ࡜࠾ࡾ㸪㸱ྡࡢ professional identity ࢆศᯒࡋࡓ⤖ᯝ㸪⡿ᅜࡢྠࡌ኱Ꮫ࡛♫఍⛉ᩍ⫱࡟㛵ࢃࡗ࡚࠸ࡿࡢ࡟ࡶᣊࢃࡽࡎ㸪ከᵝ࡞ᙧࡀ⌧ࢀ࡚࠸ࡓࠋࡑࡋ࡚㸪ࡑࡢከᵝᛶ࠿ࡽ㸪ྛࠎࡢ professionalidentity ࡣ㸪ᙼ/ᙼዪࡽࡢࡶࡘ♫఍ほ㸪ᩍ⫱ほ㸪◊✲ほ㸪኱Ꮫ࡟࠾ࡅࡿ❧ሙࡢᕪ␗࡟ࡼࡗ࡚⌧ࢀ࡚࠸ࡿࡇ࡜ࡀᾋ࠿ࡧୖࡀࡗ࡚ࡁࡓࠋ௨ୖࡢከᵝᛶࡣ㸪ᪧ᮶ࡢᩍᖌᩍ⫱⪅ࡢീ㸪ࡶࡋࡃࡣほᛕ࡟ᑐࡋ࡚㸪ᦂࡉࡪࡾࢆ࠿ࡅ㸪ࡑࢀࡽࢆࡘࡃࡾ࠿࠼࡚࠸ࡃࡇ࡜㸪ࡑࡢࡇ࡜࡟ࡼࡗ࡚㸪ࠕᩍᖌᩍ⫱⪅ࠖ࡜࠸࠺Ꮡᅾࡢྍ
⬟ᛶࢆᗈࡆ࡚࠸ࡃࡶࡢ࡜ᡂࡾᚓࡿࡇ࡜ࢆ♧၀ࡋ࡚࠸ࡿࠋࢃࡀᅜ࡟࠾࠸࡚ࡶ㸪ᩍᖌᩍ⫱⪅ࡢᙺ๭ࡀኚ㠉ᮇ࡟ᕪࡋ᥃࠿ࡾࡘࡘ࠶ࡿ᫖௒㸪ࡇࡢ professional
identity ࡜࠸࠺ほⅬࡣࡲࡍࡲࡍ㔜せᛶࢆቑࡋ࡚ࡃ
ࡿࡢ࡛ࡣ࡞࠿ࢁ࠺࠿ࠋ࠙トࠚ㸦㸯㸧ᮏ◊✲ࡣ㸪ⲡཎ࿴༤㸦ᗈᓥ኱Ꮫ㸧ࢆ௦⾲࡜ࡍࡿ⛉◊ࠕᩍ⛉ᩍ⫱Ꮫࡢࣃࣛࢲ࢖࣒࡜♫఍ⓗ㈐௵ࡢᅜ㝿ẚ㍑㸫♫఍⛉ᩍ⫱◊✲⪅ࡀᯝࡓࡍᙺ๭࡜ࡣ㸫ࠖ࡜ࡋ࡚㐍ࡵ࡚࠸ࡿࠋ◊✲ࡣ㸪ྠᵝࡢㄪᰝࢆ᪥ᮏ㸪⡿ᅜ㸪ⱥᅜ㸪ࢻ࢖ࢶ㸪ࣇ࢕ࣥࣛࣥࢻ㸪୰ᅜ㸪㡑ᅜ࡛⾜࠸㸪27 ᖺᗘ㸪28
ᖺᗘ㸪29 ᖺᗘ࡟㸱ᅇࡢࢩ࣏ࣥࢪ࣒࢘ࢆ㛤ദࡋ࡚࠸ࡿࠋ
㸦㸰㸧ᚋ⸨㈼ḟ㑻 (2016). ࠕேᩥ࣭♫఍ㅖ⛉Ꮫ⪅ࡢ♫఍⛉ᩍ⫱ほࠖࠗᒣ᲍኱Ꮫᩍ⫱ே㛫⛉Ꮫ㒊⣖せ࠘➨ 17 ᕳ㸪pp.109-120. Tanaka, N., Korhonen,R., Heino, T. (in press). “Professors’ views
regarding their professional careers, identities, andeducational work-Comparative research between
Japan and Finland-”, Education, Citizenship andSocial Justice: Innovation Practice, Children’sIdentity and Citizenship in Europe.

㸦㸱㸧࢖ࣥࢱࣅ࣮ࣗࡢ⩻ヂࡣ㸪ᮏ⛉◊ࡢ୰㛫ᡂᯝ
ሗ࿌఍㈨ᩱ㞟ࡶཧ↷ࡋ࡚࠾ࡾ㸪ࡑࡢ⩻ヂ࡟ࡣ㸪ᗈᓥ኱Ꮫ኱Ꮫ㝔⏕ࡢᒣᮏ⥤࡜ྜྷᕝ཭๎ࡀᚑ஦ࡋࡓࠋࠕᩍ⛉ᩍ⫱Ꮫ◊✲ࡢࣃࣛࢲ࢖࣒ࠖ୰㛫ᡂᯝሗ࿌఍Ⓨ⾲㈨ᩱ㸪2017 ᖺ㸱᭶㸲᪥㸦ᩥ㒊⛉Ꮫ┬⛉Ꮫ◊✲㈝ᇶ┙◊✲㸦B㸧ࠕᩍ⛉ᩍ⫱Ꮫࡢࣃࣛࢲ࢖࣒࡜♫఍ⓗ㈐௵ࡢᅜ㝿ẚ㍑―♫఍⛉ᩍ⫱◊✲⪅ࡀᯝࡓࡍᙺ๭࡜ࡣ―ࠖ㸸◊✲௦⾲⪅ⲡཎ࿴༤㸧ࠋ㸦㸲㸧᪉ἲㄽ࡟ࡘ࠸࡚ࡣ㸪Creswell, J.W. (2007).
Qualitative inquiry and research design;
Choosing among five approaches. ThousandOaks: Sage. Patton, M.Q. (2002). Qualitative
research and evaluation methods, Thousand Oaks,
CA: Sage Publications, Makaiau, A.S.,
Ragoonaden, K., Wang, J.S., Leng, L. (2017).
Developing an Inquiry Stance in Diverse Teacher
Candidates: A Self-Study By Four Culturally,
Ethnically, and Linguistically Diverse Teacher
Educators,
TheRoutledge
International
Handbook of Philosophy for Children, Routledge.㸪ཧ↷ࠋ㸦㸳㸧ྠᵝࡢ᪉ἲㄽࢆ⏝࠸࡚㸪᪥ᮏே◊✲⪅ 2 ྡ࡜ࣇ࢕ࣥࣛࣥࢻ◊✲⪅ 2 ྡࡢẚ㍑◊✲ࢆᐇ᪋ࡋ࡚࠸ࡿࠋヲ⣽ࡣ Tanaka et al.㸪๓ᥖ᭩㸦㸰㸧ࠋ㸦㸴㸧NCSS㸦඲⡿♫఍⛉༠㆟఍㸧ࡢୗ㒊⤌⧊College and University Faculty Assembly ࡢ␎⛠࡛࠶ࡾ㸪኱Ꮫᩍဨࡸ◊✲⪅࡟ࡼࡗ࡚ᵓᡂࡉࢀ
࡚࠸ࡿࠋTheory and Research in Social Education
ࢆⓎ⾜ࡋ࡚࠸ࡿࠋ㸦㸵㸧ࢪ࢙࣮࣒ࢫࡣ㸪ࠕᩍ⫱ࠖ࡟ᤵᴗ‽ഛ㸪Ꮫ㒊ᤵᴗ㸪༤ኈᣦᑟ㸪ኪ㛫ᤵᴗࢆ㸪ࠕࢧ࣮ࣅࢫࠖ࡟Ꮫ఍ㄅࡢᰝㄞ㸪఍㆟㸪ᆅᇦࡢᏛᰯ࡬ࡢᣦᑟㅮᖌࢆ๭ࡾᙜ࡚࡚࠸ࡿࠋ㸦㸶㸧ࢪ࢙ࢽࢫࡣ㸪ࠕᩍ⫱ࠖ࡟ᤵᴗ‽ഛ㸪኱Ꮫ⏕࡬ࡢᤵᴗ㸪㧗ᰯ⏕࡬ࡢᤵᴗࢆ๭ࡾᙜ࡚࡚࠸ࡿࠋ