From Producing a Life Story to Teaching Materialisation:

Using Collaborations to Develop Career Development Teaching Materials

SUGANAGA Rie, NAKAI Yoko, SHIBUYA Hiroko

Key Words: collaboration, dialogue, life story, stance, developing teaching materials,

career development support

In this study, we analyse two collaborations from the series of our works for career development support. The first collaboration involves an interview with a Vietnamese woman, who is expected to be the role model for working mothers after completing studies in Japan. The second involves the process of developing a career development teaching materials based on the life story established in the interview. There are four tasks. The first is to determine the kind of "stance" that the interviewer use to draw out of life story from the interviewee during the interview. The second is what kind of life story was established as the result of interaction. The third is to analyse the kind of achievement that all participants accomplish through these collaborations. The last is to clarify how the "stance" transforms in the researcher's approach through dialogue as a process of collaboration to develop a teaching materials.

In the first collaboration, the interviewer has a "stance" to elicit information on what types of work are involved in becoming a role model and to help the narrator identify which information to provide. Through the dialogue they succeed in establishing a life story as a model for working mothers. The narrator also identifies the theme of "awareness of working women" and starts a blog on the topic. In the second collaboration, the interviewer works on materialisation with development members and succeeds in showing a role model that balances work and child rearing. The narrator also actively participates in this work. As a result of using this teaching module, the purpose of supporting career development is fulfilled.

These analyses reveal how a life story is formed through dialogue between the interviewer and narrator. They also demonstrate the effectiveness of dialogue and cooperation for building a better "stance" in the approach developing teaching materials.