大学における教員養成の教育効果

―２県公立中学校教員調査の結果から―

抄録

  The general view of universities has tended to change in recent years because of the popularization of higher education and various changes in higher education policies. Accountability for the quality of higher education is demanded by not only students and their parents but also the public at large.

  The change in this view of universities and the trend toward accountability also apply to the nation's teacher training course conducted at universities. The Report by the Central Council for Education（2006）proposed self-monitoring and self-evaluation of universities with course authorization, and ex-post valuation from the technical point of view. The report demands qualitative improvement of the teacher training course.

  Therefore, this paper focuses on the view of “relevance” adopted by higher education research in recent years, and presents an analysis of the relationship between the contents and activities of the teacher training course and teacher competence practically required in schools. In particular, this paper examines the relationship and the structure of factors concerning what types of learning and activities in universities influence the forming of what kind of competencies.

  This research conducted a questionnaire survey of junior high school teachers in two prefectures. The results suggest that broad competence is developed through professional learning about the teaching profession. In addition, some important competencies were formed by informal activities at the universities.

  It is often pointed out that the teacher training course at universities is not useful for training quality teachers. However, the results of this study confirmed some effectiveness of the course. An evaluation of the educational effect is needed nowadays; thus, it is important through empirical research about the function of the present teacher training course to examine the necessity and validity of educational reform.