教員養成制度の改革についての概観と現状

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概要

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• This paper considers some areas of expertise that teachers are expected to possess for a teacher certificate : special expertise in subjects, special expertise in the teaching profession, and general education. Special expertise in the subjects involves not only knowledge of one's own field but also knowledge of different kinds of schools and teaching environments. Thus, these must be seen as different than specialized knowledge in universities and colleges of education. Special expertise in the teaching profession includes knowledge of class management and other skills acquired through on the spot experience. The area of general education is thought to be socially universal education. In addition, adopting long-term social experiences is also considered meaningful for teacher training and education. Though a teacher certificate requires that licentiates possess some areas of expertise in balance, there are some concerns with the present system. One of them is the teacher training system. Recently in Japan, the increasing convergence of teacher education means its discussion and arguments have much wider relevance. This paper begins by outlining the recent issues concerning the teacher training system. It goes on to document the policy developments that have challenged the traditional system and thought on teacher education mainly in national universities and colleges of education in place from the 1990s until the early 2000s. It cannot be denied that these developments are linked to the Ministry of Education, Science, Sports, Culture and Technology's concern to reform the public sector through marketization and increased surveillance by the state. Also, there is a need to acknowledge a connection with the failure of universities and colleges of education to deliver what society required of them under traditional professionalism.The Japan Association of Universities of Education will take the steps, instigated by reforms from the Ministry of Education, Science, Sports, Culture and Technology and the Central Council for Education over the last decade, to move toward a national curriculum of teacher training and education. This paper concludes that the teacher's ability greatly influences the quality of education in schools. We cannot overlook the relationship between a teacher's skills and knowledge and the development of schools that foster learning and study. The success of educational reform will succeed or not depend on the teacher's professional expertise.

• 鈴鹿国際大学の論文
• 2009-03-20

著者

• 矢田 貞行

  鈴鹿国際大学

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