2012 Volume 35 Issue 2 Pages 19-30
A teacher with 'practical leadership skills' is important in school education today. Central to this skill is the school curriculum's lesson. However, the present teacher-training programs neglectfully disregard this when it should be guaranteed as part of university program system. In order to establish this, a foundation of this problem needs to be established from this area of investigation, which develops a bridge between education subject and the subject of specialty, and uses education practice as its core. In 2006, the Okayama University Department of Education identified and reformed its core curriculum, which uses the concept 'Action Research' as a solution to this problem. From junior high school subject area was a request for the reorganization of the following: Subject I (content theory) ? Subject II (introduction) ? Subject III (development of content) ? Subject IV (specialties) as contents for its subject matter. In this report, the Home Economics Education Course used problem solving to examine 'the decrease in student's scholastic abilities' and 'Home Economics course teacher employment test'. These two areas produced the foundation of the core curriculum. As a result, the home economics curriculum was constructed and implemented in teacher training. The fundamental problems were analyzed from the above mentioned above viewpoint. The creation of the teacher training Home Economics curriculum raises the practical leadership skills of the subjects which fulfilled the purpose of their education. The consideration of the contents study of the subjects as a connecting domain was achieved. In the Home Economics Education Course, a solution of two problems mentioned above was worked on the following order: 1) investigation of the cause of the problem; 2) conversion of the view of a 'teacher training curriculum' and 'teacher training'; 3) 'teacher image that wants to be promoted' and 'difference between subject specialty and subject content study'; 5) 'the epistemological definition of a subject, and the systematic structure of contents study'; 6) structure of the teacher training Home Economics curriculum, which aims at integrating the subject education, the contents of subject, and practical teaching; and 7) construction of Home Economics "Contents theory" and "Contents development". Consequently, the "subject content study" as an "area of investigation which creates bridges" was constructed.
