2018 年 27 巻 p. 134-144
The aim of this paper is to describe an introduction of a program, with a component of a short-term study-tour from Japan to Hong Kong SAR, as a curriculum content of an undergraduate course in a University of on Education, in Japan, from FY2012. The author offers reflections and consideration based on observations on how prospective teachers grow through the undergraduate program by including the component of a study-tour aboard.
Recent globalization impact on schools requires teachers to have competencies to deal with classroom affairs in a globalized context. Though most of the Universities of Education with initial teacher training courses in Japan have been arranging programs with long-term and/or short-term stay in peer instructions abroad, these programs only attract a few students with high motivation for internationalization. In fact, most of the students in initial teacher training courses are rather reluctant to join such kind of international programs.
In this context, the University of Education where the author has been working has set up a regular subject in undergraduate teacher training course (2 credits for 3rd year students) including 8-days study tour to Hong Kong SAR since FY 2012. Fortunately, from FY 2013, this program has consistently been gaining some scholarship from Japan Student Service Organization, and thus, 10 to 15 students have been taking part in each year.
The content of the subject is as follows. (1) Text reading about teachers and education in Hong Kong SAR (in Japan), (2) Lectures on Hong Kong education by Hong Kong professors (in English) and joint sessions with Hong Kong undergraduate students, (3) Observation and participation at primary and secondary schools in Hong Kong (making up lessons to introduce Japanese culture in front of Hong Kong students).
This paper analyzes the participants’ reports to illuminate the process through which the participants have attained their global perspective as prospective teachers.
