教員養成の未来を展望する(総括,III シンポジウム)

抄録

1. The Characteristics That Teachers Are Asked to Have. The characteristics that teachers are expected to possess can be divided into three areas : special expertise on subjects, special expertise in the teaching profession, and general education. Special expertise on subjects involves not only knowledge of one's own field but also with regard to different school kinds and teaching environments. Thus, these must be seen as different than specialized knowledge in universities and graduate schools. Special expertise in the teaching profession includes knowledge of class management and other skills acquired through on-the-spot experience. The area of 'general education' is thought to be a socially universal education, including knowledge of the Constitution. Moreover in Japan adopting long-term social experiences is also considered meaningful as a way of teacher training. 2. Re-Defining the Specialization License. Though a basic teaching license naturally requires that licentiates possess the above three areas of expertise in 'sufficient balance', there are some problems with the present specialization license. For example the curriculum is not considered suitable when it exceeds the level of expertise required by the basic license. In other words, the field of the license is not necessarily clear. It should be possible to classify a teacher's expertise by the contents of their speciality into the acquisition of subject knowledge and their capability in connection with school management, personnel management and educational administration. 3. Positioning of Special Licensees. The issued number of special licenses is alarmingly few. So the abolition of the term of validity and the requirements for being a university graduate have been proposed with a view towards 'practical use' promotion. Although such special license holders do not pass through the cultivation stage of becoming a teacher, they often possess the same knowledge and skill as specialization license holders. 4. The System of Updating Teacher Licensing and the Teacher Training System. The Central Council for Education took a negative position for updating the system's introduction and proposed the implementation of training based on the construction of personnel management for teachers who show poor leadership skills, performance record consultations for teachers with 10 years experience, and so on. Even without considering the completeness and diversification of content issues in teacher training, the evaluation of training and the practical use of training results will be a challenge regardless of whether it is conducted in public or in private. The teacher's ability influences the quality of education in schools directly. And we cannot overlook the inclusion of the accountability of parents within the specialty nature of a teacher who can create a school which is a better 'place of learning'. The expectation for teachers to create an 'open-school' by drawing on the cooperation of the local community is also great. In reforming the education system it can be said that to the extent that teachers can demonstrate their professional expertise, i.e., advanced special knowledge and techniques that clearly distinguish them from nonprofessionals, the system will flourish. Also, their ability to promote collaboration with parents and local residents, (who are not specialists) is of great importance.