抄録
This study analyzes the U.S. teacher preparation program reform focusing on the reform movement of extended teacher preparation program and enlargement of field experience. I plan to make it my aim to consider the possibilities and the problems regarding the implementation of the extended preparation with increased field experience as a professional preparation program. In the U.S. extended program tends to be an integrated 5-year Master program rather than the integrated 5-year baccalaureate program. I have made a study of both types. This study made clear the common features of extended 5-year program reform as follows: ・The integration of baccalaureate and post baccalaureate program ・Enhancement of both disciplinary major studies and professional studies ・Field experience are implemented gradually and integrated with other aspects of the professional studies ・Collaboration between University and School ・Reinforcement of the criteria to enter the program And it also became clear that there are the following types of differences: ・Whether or not a Master's degree are offered at the end of the fifth year ・Whether or not education major at under graduate level has been eliminated ・Difference of the content of the fifth year Regarding the program evaluation for the 5-year program, program graduates highly rate the program structure, especially, the gradual implementation of the field experience and support system. Furthermore, the principals who hired the 5-year program graduates rate their professional attitude and higher teaching skills. 5-year graduates have higher rate in job markets, retention, and satisfaction for a profession. And also, reputation of the program are increasing. This study brings to light the problems for the extended teacher preparation program as follows: ・The content of the Master's degree ・Delay of offering the certification until the Master's degree ・Necessity of state and district support for the program change
