教育行政の独立と地方教育行政職員の専門性に関する史的検討(教育行政とプロフェッショナリズム,I 年報フォーラム)
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概要
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The aim of this essay is to study the reform of educational administration and the teacher system in post-war Japan, and to discuss development of the professional abilities of educational public services for the future. The Law for Certification of Educational Personnel enacted in 1949 established certifications for superintendents, teacher consultants and principals, according to the strong instruction by CIE (Civil Information and Education Section of Supreme Commander for the Allied Powers). These certifications were to be issued not to public officials but to teachers. In other words, these school administrators and supervisors were recognized as educational professionals. Under the occupation, CIE decentralized educational administration and tried to spread an experience-oriented curriculum. The certifications for educational administrators had a close relationship with this experience-oriented curriculum and the decentralization of education. Before the end of the Second World War, studies of educational administration and educational leadership had not been developed in Japan. There were no courses for the profession in universities. CIE sponsored the Institute for Educational Leadership (IFEL) where selected Japanese teachers assembled for six to twelve weeks and studied educational administration and leadership in the new educational system. Even if a person had the certificate, however, he or she was not necessarily suitable for the position. In 1954, the Law for Certification of Educational Personnel was revised, and the certifications for superintendents, teacher consultants and principals were abolished. In 1956, the Law Concerning the Organization and Function of Local Educational Administration was enacted, and the educational administration system was again centralized. Since 1958, when the national course of study was revised, school curriculums were changed from experience-oriented to subject-oriented. The Ministry of Education stated that all the teachers in Japan should teach consistently with this course of study. After these reorganizations, boards of education have had less discretion to make educational policy. In recent years, the educational system is becoming decentralized, and an experience-oriented education is being adopted in schools, with boards of education able to make policy at their discretion. The professional abilities of educational administrators are thus becoming more important and more necessary. In graduate schools, many professional courses have been established in various fields, and the teaching methods for business persons or professionals are developing. Studies of educational administration in Japan have likewise developed considerably in fifty years. Now there are many scholars in educational administration, and we have a number of academic societies concerned with educational policy, administration, and management. In the future graduate courses for training school superintendents should be established. The teaching not only of theories but also of practices for the profession for graduate students experienced in teaching or general administration should be developed and promoted.
- 日本教育行政学会の論文
- 2001-11-02
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