教員採用・研修の実態と問題点 : 制度・内容・意識に関する実態調査に基づく検討(III 共同研究)

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This paper aims to clarify the structural and functional aspects of the appointment system and the in-service training for teachers which follow the pre-service training. Recently, teacher ability and quality on which the achievements of school students depend, have been frequently discussed as some of the major topics in the field of education. This trend has been reinforced since the Ministry of Education advocated a policy which defines the total structure from initial training to in-service training. At the same time, the Ministry of Education and education committees have attempted to improve the procedure for the selection of the candidates holding the teachers' certificates. However, we believe that such reform should take into account the actual problems which exist in the current system, and that the possible ways should be investigated through field study. From this point of view, we, in turn, have studied each area which involves teacher training, either actively or passively. This paper comprises four chapters. The first one is an introduction to show the recent trends with regard to the two stages which follow the teacher training course at the university. Here, it must be pointed out that because these stages should contribute to the candidates' professional growth, there is an urgent need for a basic theory to integrate them. At the end of the first chapter, there is a profile of all previous investigations which have taken place from 1985 to 1986. In the second chapter, current problems concerning teacher selection procedure are described based on the results of the questionnaire. As one reads through these results, it should become clear the supervisors as well as the headmasters have been very eager to hire the teachers who possess the determined spirit and good grades. Students preparing for the teaching profession have to study very hard to pass the selection exams, and the universities themselves have been involved in helping students to adjust to the difficult situation. Universities and the education committees must do something to stop this worsening trend as soon as possible. The third chapter disscusses the recent in-service training practices. Teachers have asked for practical courses organised by themselves or their colleagues, but they do not seem to have time to attend them. On the contrary, supervisors are likely to think that teachers have been satisfied with the courses provided by the education committee. The questionnaire results suggest that it is essential to give teachers many more opportunities to develop their ability. On the other hand, supervisors seem to think that teachers have developped their ability not by any official courses but by their own efforts. Finally, in the fourth chapter, some suggestions are made to relate the initial training to the in-service training; we also attempt to find the best way to construct the teacher training system as a whole.
日本教育行政学会の論文
1987-09-30

教員採用・研修の実態と問題点 : 制度・内容・意識に関する実態調査に基づく検討(III 共同研究)

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