2019 年 28 巻 p. 60-69
This paper inquires into scholarly collaboration of faculty members responsible for teacher preparation courses offered under the open system teacher preparation programmes.
1 Theory is often the product of induction generated from investigations, experiments or experiences. In the process of induction, details are overlooked in preference to draw a generalizable concept. However, most problems are complex and details often matter when understanding the complexity of realities. Therefore, attention to the details is critical when applying a theory. This is also true in teacher preparation programmes when preparing teacher candidates with theories to understand the challenges and issues they may face in real classrooms.
2 This paper argues that the collaboration of faculties responsible for teaching methods and for teaching contents is critical when providing an instructional support for teacher candidates in their process of preparing a lesson plan. Such collaboration would offer teacher candidates ability and experience to adequately apply theories in practice.
3 Faculties aiming to reform and improve teacher preparation curriculum and courses should actively involve in the nation-wide communities of teacher preparation and teacher education. Those communities are, for example, Japan Association of Universities of Education, Japan Association of Professional Schools for Teachers Education, and the Institute for the Evaluation of Teacher Education. It is also important for those communities to invite natural scientists, historians, literary scholars and other scholars to get involved. Empowering such communities is critical to ensure that all participants should share their practices and all providers to actively exchange the view on the ways in which teacher preparation should be.
