わが国の教職課程における 内部質保証システムの構築

抄録

The purpose of this study is to clarify the present conditions of the internal quality assurance system in teacher preparation programs and to analyze the challenges of establishing the system. The present conditions were examined through a questionaire survey for teacher preparation programs. It consists of three items, which are efforts for internal quality assurance, works of monitoring learning outcomes, and challenges in establishing an internal quality assurance system.

To consider the challenges, the US perspectives were applied. In the US, an internal quality assurance is one of the key factors in the accreditation of teacher preparation programs. The accreditation agencies, National Council for Accreditation of Teacher Education (NACTE) and Teacher Education Accreditation Council (TAEC), require programs to have an internal quality assurance system. This requirement especially focuses on assessment. Teacher preparation programs are expected to conduct assessments and make use of those assessments to improve their programs.

Based on the requirements of NCATE and TEAC, the results of questionnaire survey were analyzed. First, a monitoring system is necessary to assess the practical skills of the prospective graduates and the effectiveness of curriculum. Second, clarification of the programs' goals is important to make use of assessments for the improvement of the programs. By clarifying the goals, programs are able to identify what they have or have not achieved. Third, the connection between these goals and efforts for quality assurance should be considered to make clear which areas have to be improved to achieve the programs' objectives.