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Books 【 display / non-display 】

• 学校におけるケアの実践：子どもの安心・安全、ウェルビーイングのために

  庄司一子、他（ Role： Joint author ,  第11章　教師に対するケアの実践とキャリア発達支援）

  金子書房 

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  Language：Japanese Book type：Scholarly book

  本稿は、教師のメンタルヘルスケアとキャリア発達支援について、教師という職業の特性を踏まえて論じたものである。教師の仕事が対人援助職として高い心理的負担を伴うことや、バーンアウト等の現状を整理した上で、教師が援助を求めにくい背景として、学校組織の特性や教師自身の被援助志向性に着目した。さらに、相談しやすい校内体制や外部相談機関などの組織的支援に加え、同僚やメンターによるインフォーマルなケアの重要性を検討した。特に、メンターとの継続的な関係が、若手教師の心理的支援にとどまらず、自己理解やキャリア形成を促す可能性を示した。教師自身が「悩み」や「傷み」と向き合い、それを意味づけることが、教師としての成長や教育実践の深化につながることを論じている。

• 教育心理学の理論と実践

  会沢信彦、桑原千明（ Role： Joint author ,  第13章　学級集団　）

  北樹出版 

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  Language：Japanese Book type：Textbook, survey, introduction

  子どもたちの学びや発達に大きな影響を及ぼす学級集団について，子どもと教師の双方の視点から捉え，よりよい学級集団を形成するための教師の役割について検討する。まず，学級集団がフォーマルグループとしての性質をもちながら，その内部にインフォーマルグループを含む二重構造をもつことを示し，友人関係および学級集団の発達過程について概説する。次に，Q-U，アセス，学級風土尺度など，子どもの認識を基盤とした学級アセスメントの方法を紹介する。さらに，教師がもつビリーフや子ども理解の視点に着目し，教師用RCRTを用いた自己理解と省察の意義について論じる。最後に，学級集団と教師との「マッチング」という視点から，子どもの不適応を個人の特性だけに帰属せず，教師・学級・子どもの相互関係のなかで捉えることの重要性を示す。これらを通して，学級経営においては，子どもと教師の双方の視点から学級集団をアセスメントし，両者の適合性を踏まえて教育実践を改善していくことが重要であることを提案する。

Thesis for a degree 【 display / non-display 】

Thesis for a degree 【 display / non-display 】

• 小学校教師の省察が児童認知と児童の学級適応に及ぼす影響

  鈴木洋介

  2025.3

  Doctoral Thesis   Single Work    [Reviewed]

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  本研究は、小学校教師の児童認知に着目し、教師の省察による認知変容が児童の学級適応に及ぼす影響を実証的に明らかにしたものである。教師への面接調査等を通して、教師に共通する児童認知構造と、認知変容に至る契機・過程をモデル化した点に新規性がある。さらに、教師用RCRTを用いた継続的な省察により、教師が重視する児童認知の視点や指導観・教育観が変容することを示した。加えて、こうした認知変容が教師―児童間の適合性を変化させ、児童の学級適応感の維持・向上につながる可能性を示した点に、本研究の学術的・実践的意義がある。

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Papers 【 display / non-display 】

• Influence of Teachers' Reflections on their Cognitions about Children on Children's Classroom Adjustment: A Case Study of Self-Monitoring Interviews

  Yosuke SUZUKI,Ichiko SHOJI

  Japneses Journal of School Psychology   23 ( 2 )   151 - 163   2024.9  [Reviewed]

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  Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Single Work  

  This study is novel in that it focuses on spontaneous, everyday dialogue among colleagues in school settings, in addition to the planned professional development and expert interventions traditionally emphasized as factors supporting teachers’ professional development, and elucidates its functions and processes of influence on changes in teachers’ cognitions. Qualitative analysis revealed that dialogue with colleagues served multiple functions, including providing role models, facilitating the acceptance of self-critical emotions, and enabling the sharing of educational perspectives through collaborative practice. These functions supported changes in teachers’ cognitive frameworks for understanding students and their instructional strategies. The study thus offers a perspective for understanding teachers’ professional development not only as an intrapersonal process of reflection but also as a process shaped through interactions with everyday collegial relationships.

• 同僚との自発的対話が教師の省察と認知次元に及ぼす影響の検討

  鈴木洋介

  横浜国立大学教育学部紀要   2026.2

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  Authorship：Lead author   Language：Japanese   Publishing type：Research paper (scientific journal)   Single Work  

  本研究は，教師の認知変容を促す要因として，従来の計画的な研修や専門職による介入ではなく，学校現場における「同僚との自発的な対話」に着目し，その省察過程と認知変容との関連を質的に明らかにした点に新規性がある。教職経験3年目の小学校教師を対象に，教師用RCRTと4か月間の同僚との対話を分析した結果，同僚との対話が①ロールモデル，②自己批判的感情の受け皿，③協働実践を通した指導観の共有という複数の機能を果たし，教師の児童認知枠と指導方略の変容につながる過程が示された。日常的な同僚関係が教師の専門性発達を支える可能性を示した点に学術的意義がある。

• 教育DX時代における適応問題とアセスメントについての検討　—適合の良さモデルに基いたツール開発の必要性－

  会沢信彦

  教育研究所紀要   第34巻   2025.12  [Reviewed]

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  Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Single Work  

  本研究は，教育DXの進展に伴い蓄積可能となった児童生徒の適応に関する多様なデータを，個人要因・環境要因のいずれかに還元するのではなく，「個人―環境の適合性（person-environment fit）」の観点から統合的に捉える新たな適応支援の枠組みを提示した点に意義がある。特に，児童生徒側の適応データと教師の認知・要請に関するデータを対応させることで，教師―児童生徒間のミスマッチを可視化し，関係性そのものを変容させるという研究・実践の方向性を示した。これにより，従来の「子どもの適応状態を測定し対応する」アセスメントから，「子どもと教師の関係性を分析し，適合性の改善を支援する」アセスメントへの発展可能性を提起した。

• Teacher Growth and Development by Reflecting Educational Practice: Historical Background and Future Perspectives

  Yosuke SUZUKI,Ichiko SHOJI

  Journal of Educational Research for Human Coexistence   9 ( 1 )   75 - 87   2022.3  [Reviewed]

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  Authorship：Lead author   Language：Japanese   Publishing type：Research paper (bulletin of university, research institution)   Single Work  

  This paper reexamines the concept of teacher growth and development from a historical perspective, tracing its evolution from the 1980s to the present, and defines its core as a process in which teachers relativize their own ways of thinking and acquire new cognitive frameworks through transformation. Its novelty lies particularly in moving beyond conventional views that equate teacher development with the acquisition of competencies based on external standards, as well as life-course studies that tend to emphasize individual experiences, by focusing on teachers’ implicit cognitive processes drawing on the theories of Schön and Mezirow. Furthermore, the paper demonstrates the potential for further development by integrating Korthagen’s ALACT model with Kondo’s Teacher Role Construct Repertory Test (RCRT) and presenting concrete approaches to reflective practice that enable teachers to become aware of their own cognitive biases and of children to whom their attention is less likely to be directed. Future research should empirically examine the relationships among changes in teachers’ cognitive frameworks, changes in their instructional practices, and students’ adjustment, and should explore how these findings can be implemented in teacher education and professional development programs.

  Other Link： https://tsukuba.repo.nii.ac.jp/records/2003507

• Process of Formation and Transformation of the Teacher's Cognitive Frame for Children: Through the Intervention in Teacher's Self-Monitoring

  Yosuke SUZUKI,Ichiko SHOJI

  Journal of Educational Research for Human Coexistence   8   65 - 76   2021.3  [Reviewed]

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  Authorship：Lead author   Language：English   Publishing type：Research paper (bulletin of university, research institution)   Single Work  

  This study is novel in its longitudinal examination of the formation and transformation of teachers’ cognitive frames for understanding children and their relationship to teaching behaviors. In particular, the study visualized teachers’ implicit cognitive frames using the Teacher Role Construct Repertory Test (RCRT) and examined how these frames changed through self-monitoring interviews, in which teachers continuously reflected on their own perceptions and teaching practices. The findings demonstrated both qualitative and quantitative changes in the cognitive frames, from “positiveness” and “ease of understanding what children are thinking” before the intervention to “the ability to lead the group,” “tolerance,” and “the ability to help others” after the intervention. These cognitive changes were accompanied by increased engagement with children who had previously received less attention, more receptive guidance, and teaching behaviors aimed at fostering positive relationships among children. These findings suggest that facilitating teachers’ reflection on their own cognitive frames may help reduce teacher–child mismatches and promote more inclusive teacher–child relationships. Future research should examine these processes longitudinally with larger samples and quantitatively, with the aim of developing a practical model for supporting teachers’ cognitive transformation and professional growth.

  Other Link： https://tsukuba.repo.nii.ac.jp/records/2003507

Review Papers 【 display / non-display 】

Review Papers 【 display / non-display 】

• Report on University-High School Connection Lectures, and the Teaching Career Aspirations and Educational Volunteer of Students Enrolled in 2023-2025

  Journal of education design   17 ( 2 )   50 - 55   2026.2

  DOI

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  Authorship：Lead author   Language：Japanese   Publishing type：Rapid communication, short report, research note, etc. (scientific journal)   Joint Work  

  This study is novel in that it continuously examined the relationship between university–high school articulation activities conducted from 2022 to 2024 and the degree of students’ commitment to pursuing teaching careers and their participation in educational volunteer activities among students entering the Faculty of Education from 2023 to 2025. In particular, the 2025 cohort showed an increase in commitment to pursuing teaching careers and active participation in educational volunteer activities, suggesting the effectiveness of continuous support for students’ aspirations to become teachers from the high school stage through university admission. Furthermore, by demonstrating longitudinally that participants in university–high school articulation activities had higher levels of commitment to teaching and participation in educational activities, the study highlights the significance of connecting career guidance at the entry stage with practical educational experiences after university admission. However, the causal relationships between participation in these activities and students’ commitment to teaching or participation in educational volunteer activities remain unclear. Reaching students who do not participate in such activities and establishing follow-up support after participation are also important challenges. Future research should longitudinally examine changes in participants’ attitudes and behaviors and develop a comprehensive support model that extends from initial career guidance to employment as teachers.This study is novel in that it continuously examined the relationship between university–high school articulation activities conducted from 2022 to 2024 and the degree of students’ commitment to pursuing teaching careers and their participation in educational volunteer activities among students entering the Faculty of Education from 2023 to 2025. In particular, the 2025 cohort showed an increase in commitment to pursuing teaching careers and active participation in educational volunteer activities, suggesting the effectiveness of continuous support for students’ aspirations to become teachers from the high school stage through university admission. Furthermore, by demonstrating longitudinally that participants in university–high school articulation activities had higher levels of commitment to teaching and participation in educational activities, the study highlights the significance of connecting career guidance at the entry stage with practical educational experiences after university admission. However, the causal relationships between participation in these activities and students’ commitment to teaching or participation in educational volunteer activities remain unclear. Reaching students who do not participate in such activities and establishing follow-up support after participation are also important challenges. Future research should longitudinally examine changes in participants’ attitudes and behaviors and develop a comprehensive support model that extends from initial career guidance to employment as teachers.

• 子どもとの関係を「見える化」する教師のリフレクション

  秋田喜代美、会沢信彦、鈴木洋介他

  指導と評価   2025.10

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  Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)   Publisher：図書文化   Joint Work  

  This article reconsiders children’s “maladjustment” not as a deficiency in their capacity to adapt, but as a “mismatch” between their individual characteristics and the characteristics of their environment. From this perspective, it discusses the significance and methods of reflective practice aimed at deepening teachers’ self-understanding as a means of improving such mismatches. Particular attention is given to teachers as a significant interpersonal component of children’s environments, focusing on how teachers become aware of their own educational beliefs and their relationships with children. Specifically, the article introduces several approaches to reflection, including Korthagen’s ALACT model, and explains how the Teacher Role Construct Repertory Test (RCRT) can be used to “visualize” the ways in which teachers unconsciously perceive and understand children. By focusing on the actions, thoughts, emotions, and desires of both teachers and children, the article demonstrates the potential of reflective practice to identify discrepancies in their perceptions and to promote changes in teachers’ instructional behaviors.本稿は、子どもの「不適応」を、子ども自身の適応能力の不足ではなく、子どもの特性と環境との「ミスマッチ」として捉え直し、その改善に向けて教師自身の自己理解を深めるリフレクションの意義と方法を論じるものである。特に、子どもにとって重要な人的環境である教師が、自らの指導観や子どもとの関係性をどのように捉えているのかを意識化することに着目する。具体的には、コルトハーヘンのALACTモデルをはじめとするリフレクションの方法を紹介するとともに、教師用RCRTを用いて、教師が無意識的に形成している子どもの捉え方を「見える化」する方法を解説する。教師と子どもの双方の行為・思考・感情・望みに目を向けることで、両者の認識のずれを捉え、指導行動の変容につなげるリフレクションの可能性を示す。

• 高大接続活動と2023・2024年度入学生の教職志望度及び教育ボランティア活動状況

  河野 俊之・森野 かおり・北川 晃・ 津野 宏・鈴木 洋介・鈴木 俊彰

  教育デザイン研究   第16巻   110 - 115   2025.2

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  Language：Japanese   Publishing type：Other   Joint Work  

  This study examined university–high school articulation activities for high school students aspiring to become teachers, initiated in 2022, and analyzed the teaching-career aspirations and participation in educational volunteer activities of students who entered the university through these activities in 2023 and 2024. The novelty of this study lies in its continuous examination of students’ career aspirations at the high school stage and their practical educational experiences after entering university. Among participants in the articulation activities, 93–96% of the 2023 cohort and 93–95% of the 2024 cohort reported that they “strongly” or “to some extent” aspired to become teachers at university entry, exceeding the corresponding figures for non-participants (78–82%) by more than 11 percentage points. Participation in educational volunteer activities was also higher among articulation-activity participants (58–74%) than among non-participants (41–42%). Furthermore, students who participated in educational volunteer activities showed consistently high levels of teaching-career aspiration, with approximately 88–97% expressing an intention to become teachers. These findings suggest the significance of connecting the development of teaching-career aspirations at the high school stage with practical educational experiences after university admission. However, causal relationships between participation in the articulation activities and subsequent aspirations or volunteer participation were not established. Continued longitudinal follow-up of participating students and enhanced support for non-participants remain important issues for future research.本稿は、2022年度から開始した教職志望高校生向けの高大接続活動と、同活動を経て入学した2023・2024年度入学生の教職志望度及び教育ボランティア活動への参加状況を分析したものである。新規性は、高校段階の進路形成と大学入学後の実践活動を継続的に捉えた点にある。高大接続活動参加者の入学時教職志望度は、2023年度93～96％、2024年度93～95％が「非常に・ある程度教員を志望」と回答し、未参加者の78～82％を11ポイント以上上回った。また、教育ボランティア参加率は、活動参加者で58～74％、未参加者で41～42％となり、実践活動への参加にも明確な差がみられた。さらに、教育ボランティア参加者の教職志望度は概ね88～97％と高かった。これらは、高校段階から大学入学後の実践経験へとつなぐ支援の有効性を示唆する。一方、因果関係は検証されておらず、未参加学生への支援と継続的な追跡が今後の課題である。

• 前年度、学級崩壊したクラスを担任するときにすべきこと

  鈴木洋介

  指導と評価   70 ( 4 )   2024.3

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  Language：Japanese   Publishing type：Article, review, commentary, editorial, etc. (scientific journal)   Single Work  

  This paper examines specific perspectives and approaches for reconstructing classroom order when a teacher takes charge of a class that experienced classroom disruption in the previous academic year. The academic significance of this paper lies in reframing classroom disruption not simply as a consequence of children’s problematic behaviors or teachers’ inadequate instructional skills, but from the perspective of person-environment fit, conceptualizing it as a “mismatch” between children’s characteristics and the teacher’s expectations, instructional perspectives, and classroom environment. On this basis, the paper systematically presents four perspectives for the process of classroom reconstruction: (1) assessment through a critical analysis of information handed down from the previous teacher; (2) individual interviews with children and the development of trusting relationships to ensure psychological safety; (3) environmental adjustments that facilitate children’s ability to listen and attend to others while taking individual differences in working memory and related cognitive capacities into account; and (4) the development of autonomous classroom discipline grounded in self-determination theory. In particular, the paper’s theoretical and practical contribution lies in conceptualizing classroom discipline not as rules imposed unilaterally by teachers, but as a process of supporting children’s self-determination and facilitating the internalization of shared values.本稿は、前年度に学級崩壊を経験した学級を新たに担任する教師が、学級の規律を再構築する際の具体的な視点と方法を論じたものである。本稿の学術的意義は、学級崩壊を子どもの問題行動や教師の指導力不足に還元するのではなく、子どもの特性と教師の指導観・環境との「ミスマッチ」という適合性研究の視点から捉え直している点にある。その上で、①引継ぎ情報を批判的に分析するアセスメント、②子どもの心理的安全性を保障する個人面談と信頼関係形成、③ワーキングメモリ等の個人差を踏まえた「話を聴く」ための環境調整、④自己決定理論に基づく自律的な規律形成という四つの観点から、学級再建のプロセスを体系的に提示した。特に、規律を教師から一方的に与えるのではなく、子どもの自己決定と価値の内面化を促す指導として位置づけた点に、本稿の実践的・理論的意義がある。

Charge of on-campus class subject 【 display / non-display 】

Charge of on-campus class subject 【 display / non-display 】

• 2026   Extracurricular Activities and Extracurricular LearningⅠ

  College of Education

• 2026   Extracurricular Activities and Extracurricular LearningⅡ

  College of Education

• 2026   Extracurricular Activities and Extracurricular LearningⅢ

  College of Education

• 2026   Student Guidance

  College of Education

• 2026   Psychology of Cognitive Development

  College of Education

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Charge of off-campus class subject 【 display / non-display 】

• 教育相談の理論と方法

  2025.4 Institution：東京学芸大学

• 生徒・進路指導論

  2023.4 Institution：東邦大学

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  Level：Undergraduate (specialized) 

• 教育心理学

  2023.4 - 2024.3 Institution：川口短期大学

• 発達心理学

  2023.4 - 2024.3 Institution：川口短期大学

• 子どもの理解と実践

  2023.4 - 2024.3 Institution：川口短期大学

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Committee Memberships 【 display / non-display 】

Committee Memberships 【 display / non-display 】

• 横浜市学校保健審議会学校安全部会

  2025.10  部会委員

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  Committee type：Municipal 

• SDGs QUEST みらい甲子園神奈川県大会

  2025.9 - 2026.3  SDGs QUEST みらい甲子園神奈川県大会審査委員

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  Committee type：Other 

• 日本学校心理学会研修委員会

  2025.4  研修委員

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  Committee type：Academic society 

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Social Contribution(Extension lecture) 【 display / non-display 】

• 横浜教育イノベーション・アカデミア「学生と横浜の先生がつながり、感じる空間～出会う・語る・感動する～」

  Role(s)： Panelist

  横浜市教育員会教職員育成課  横浜教育イノベーション・アカデミア  2026.9

• YNU教職セミナー夏期講座「教師と子どもの関わり方入門 －教師がもつ視点と行動のひみつ－」

  Role(s)： Lecturer

  2026.8

• 校内研修協議会「誰もが安心して過ごせる学校づくりを目指して－リフレクションを通して学びあう－」

  Role(s)： Lecturer

  横浜市立新羽小・中学校校　/　横浜市教育委員会  誰もが安心して過ごせる学校づくりを目指して－リフレクションを通して学びあう－  2026.8

• 日本学校教育相談学会総会・講演会 「チーム学校で取り組む心の安全基地づくり―学校と家庭・専門職との連携のあり方-」

  Role(s)： Lecturer

  日本学校教育相談学会神奈川県支部  2026.6

• 横浜教育イノベーション・アカデミア　ミライの先生Fes「～学生×教員×大学みんなでリフレクション～」

  Role(s)： Guest,　Performer

  横浜市教育委員会  横浜教育イノベーションアカデミア　ミライの先生Fes  2026.2

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