@article{oai:mue.repo.nii.ac.jp:00000268,
 author = {香曽我部, 琢 and 松延, 毅},
 journal = {宮城教育大学紀要, Bulletin of Miyagi University of Education},
 month = {Jan},
 note = {In the study, the result obtained from GTA and TEM about the feature of public nursery teacher's growth process is examined by comparison by clarifying by TEM the process oof having garnered the identity of public nursery teacher in daily childcare practice. Specifically, for the process of having gained the identity of public nursery teacher, a half-structured interview was performed to public nursery teacher, and the modeling was made using TEM(Trajectory equifinality model). As a result, it revealed the growth process of the public nursery teacher having garnered new identity of the public nursery teacher. while being affected by important others, society, or culture, etc., through three periods of "assumption", "planning", and "conflict" after transfer. In the growth process, TEM specified the course of public nursery teacher having garnered the identity of public nursery teacher during repeated transfer by overcoming various conflicts and "fluctuation" that he had in the growth process by taking part not only in colleague of public nursery to which he belonged but in a community of practice. In comparison of GTA and TEM, while GTA could specify the aspect of the practice community being expanded by the interaction between concepts or the cycle of transfer and practice, TEM could specify in more detail the timing to interact with the practice community which generated or enhanced new relation with the others to reduce the influence due to the emotion expressed with transfer.},
 pages = {167--180},
 title = {公立保育所保育士の成長プロセスと実践コミュニティ : グラウンデッド・セオリー・アプローチ(GTA)と複線径路・等至性モデル(TEM)の比較から},
 volume = {48},
 year = {2014}
}