イギリスにおける試補制度の性格の変遷(V 研究報告)

抄録

In England, teacher probation system started in 1920's and has a history of more than sixty years. The initial training of teachers has been greatly changed. The aim of this report is to consider the nature of probation in England and Wales with reference to the requirements for Qualified Teacher Status. Before the War, only public elementary teachers were under obligation to complete probationary year. In general, probation has been referred to the period of educational arrangements for newly appointed teachers, and on the other hand, it is the period for the assessment of the new teachers' efficiency. A teacher may lose his certification at the end of the probationary period, if his performance is dissatisfactory. After the War, the requirement was extended to secondary teachers, and the McNair Committee recommended a properly organized system of probation which is regarded as a continuation of the teacher's training period. The shortage of teachers continued until the early 70's, and probation had been the opportunity to supplement insufficient initial training or to find out extremely unsuitable persons for the teaching job. In 1972, the James Committee recommended a period of induction, which, with proper supervision and support and with time for reflection and study, would replace the existing probationary arrangements. The advocation of induction corresponds to the change of requirements for Qualified Teacher Status, that a teacher must complete training course. The Government accepted the concept of induction, but the probation system remained unchanged. Many LEAs started induction programs for probationary teachers, and it has since then enhanced the educational arrangements made within probationary period. In the 1980's, one must get a degree to be a Qualified Teacher, thus, newly appointed teachers have attained higher academic and professional standards. This requirement enriched the educational aspect of probationary period. Today, the Government tend to regard probationary period as one of the management systems for the teaching force, and to think much of assessment (or appraisal) nature of this period. However, it is not the direction which the levelling up of teacher education requires.