Abstract
In recent years, teachers have been requested to contribute to improve the quality of learning by the use of ICT for learners.
Then, this study pay attention to 「Technological Pedagogical Content Knowledge」 that has been pointed out as important in order to enhance the teacher professional competency. The reason is why it related to the quality assurance efforts that hone the expertise of teachers involved in the design of learning activities.
This study reviews elements of the expertise of teachers, the structure of preservice and in-service teacher education program, and a study with respect to the method of program evaluation that lead to the quality assurance, in reference to the research results and specific initiatives case of TPACK.
As a result, it became clear that the following three points are the dim parts in currently preservice and in-service teacher education program regarding to ICT in Japan. 1) to clarify the framework to position the technical knowledge as a professional knowledge of the teacher to the teacher education program, 2) to clarify the developmental-stage image of the use of ICT in the classroom and at school, and 3) to clarify the method of assessment such as 「evaluation of efforts」 and 「evaluation of the results」.
