摘要：The objective of this research is to concretely clarify the educational experiences that contribute to the growth and development of school middle teachers who are in charge of school innovation. Two public high schools engaging in school innovation were chosen as research targets, and interview surveys were conducted with five school middle teachers. An analysis applying the trajectory equifinality approach revealed what school middle teachers experience following either the pioneer trajectory or the fellow trajectory as part of the division of school administrative duties. Concretely, the results suggest that pioneer trajectory teachers propose ideas for school innovation within their duty area and coordinate relationships between teachers in the same duty area and those in other duty areas, and they exhibit stronger leadership qualities than fellow trajectory teachers. Conversely, fellow trajectory teachers had experiences of autonomously assuming roles different from the pioneer trajectory teachers. When moving along their trajectory, teachers encounter collisions with school cultures that emphasize teaching exam techniques, etc., and it was revealed that school middle teachers had experience of forming cooperative structures from colleague groups and then receiving support from senior colleagues.
