新しい英国教員養成改革の動向 : 1998年教員養成ナショナル・カリキュラムの分析
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This paper,which concerns initial teacher training (ITT) in England and Wales after the 1988 Education Reform Act, will examine the effects of the National Curriculum for ITT for England introduced in 1998 on the ITT system, its meaning and issues. Educational reforms in Britain during the last decade have been made in order to raise standards in education, recognised as one of the main national targets. It is equally recognised that teachers have a key role to play in achieving these targets. The theory underlying increased governmental control of teacher training is that a national curriculum for ITT may lead to a distinct improvement in the standard of teachers, resulting in higher national educational standards. According to Britain's educational history, the role of the government in teacher education was only to decide the number of trainees in ITT and to formally recognise their status. The introduction of the ITT National Curriculum is a pioneering trial of national control over the content of courses. The first effects to be considered are on the institution providing ITT. The new course system is complex. External control systems, such as inspections by OFSTED and reviews by TTA, put new pressure on the ITT institutions, which is a threat to them because of the funding question. These impacts on the institutions force them to introduce new ideas and adjustments in order to survive. This may be difficult for some institutions. As a result, some may disappear, and the system for providing ITT may be revised. A second set of effects concern the kinds of teachers which may be expected to result from the implementation of the ITT National Curriculum. This Curriculum aims to produce particular types of teachers, as follows: teachers who are experts in core subjects; teachers able to use information and communications technology; teachers with practical competence; teachers as subjects specialists; teachers using standard English. These new teachers will change school climates and influence other teachers. The ITT National Curriculum reflects the social requirements stemming from the rapid developments, especially the globalization of modern technology, in an ever - increasingly multi-cultural society. During the last two decades, controversial governmental dogma has penetrated government policies, such as centralisation and decentralisation, and control and flexibility, which can be seen in the teacher education reform policies. So far as this dogma is well thought out, the ITT reform can succeed. The main weakness of the ITT National Curriculum is that it is merely a list of competences such as knowledge and skills. So the courses based on it are teacher training, not teacher education. To be a teaching professional requires qualities such as creativity, enthusiasm, commitment and philosophical thinking as well as competences. This paper is composed of six sections, as follows: 1. Introduction - the meaning of the reform of initial teacher education-2. The background to the introduction of the ITT National Curriculum 3. The contents of the ITT National Curriculum 4. The effects of the reform of ITT (1) Required adjustments and efforts of the ITT institutions (2) Required review of the ITT courses 5. The expected attributes of teachers (1) Teachers expert in core subjects (2) Teachers able to use information and communications technology (3) Teachers with practical competence (4) Teachers as subject specialists (5) Teachers using standard English 6. Conclusion (Abstract)
- 1999-03-31