Abstract
This paper deals with the longstanding issue of the relationship between “education-related subjects” and “special subjects” in a teacher training course. It identifies a tendency in the new teacher’s license law that upholds the dynamism of each subject, which must be taught according to the instructions of the course of study. In this paper we will first reconsider the role of faculty members in charge of education-related subjects. Second, we will reveal how history academicians tried to engage with Japan’s education system as an example. As this study is part of the research conducted by committee members of the Science Council of Japan’s history branch, we introduce the findings of their investigation and predict the future relationship between “education-related subjects” and “special subjects” in a teacher training course.
