小学校体育主任研究会における合意形成パターン ―課題分析場面に着目して

本研究の目的は，小学校の体育研究主任研究会において課題分析をする際に，教師がどのような合意形成パターンを取りながらコミュニケーションしていくのかを明らかにすることである．「コンセンサス」と「アコモデーション」という2つの「合意形成」概念を視点に会話分析した結果，6個の合意形成パターンを抽出することができた．「コンセンサス」をめぐる合意形成では，「単語の共有」，「言い換えによる納得」が抽出され，「アコモデーション」をめぐる合意形成では，「実体験への共感」，「概念をめぐる差異の許容」，「つぶやきの強化」，「視点の転換」が抽出された．これらの概念を合意される内容（「コンセンサス」，「アコモデーション」）を縦軸，話題への参加構造（「単線的」，「複線的」）を横軸にとる合意形成パターン構造に整理した．このことにより，教員研修内の発話がどのようになされているのかを認識する枠組みを提示することができた．

The purpose of this study is to elucidate the kinds of patterns of consensus building employed by teachers in communication during analysis of issues in physical education classes conducted in research meetings for elementary-school physical education teachers. Grounded in the perspective of social constructivism, which holds that people’ s understandings are determined by consensus achieved through dialogue, conversational analysis was conducted regarding group discussions conducted during research meetings for elementary-school physical education teachers, employing as analytical perspectives the two consensusbuilding concepts of consensus and accommodation. From the results of analysis, six concepts could be identified from teachers’ patterns of consensus building. Patterns of communication identified with regard to consensus were sharing of terminology and assent through rephrasing, while patterns of communication identified with regard to accommodation were sharing of real-world experiences with humor, tolerance of differences regarding abstract concepts, emphasis by grumbling, and diversion of perspectives through rephrasing questions. Furthermore, these concepts were plotted in four quadrants along two axes, with the results of agreement (consensus, accommodation) on the vertical axis and the structures of participation in dialogue (unilinear, multilinear) on the horizontal axis. This suggested possibilities for use in facilitation of groupwork in teacher training.