抄録
This paper attempts to clarify the contributions of the educational policies of the past 30
years aimed at innovative education using new technology to teacher education. In doing so, it
focuses on analyzing the changes in the requirements for teachers as stated in the Council
documents and other sources as a research method.
The results showed that there has been a shift, 1) from teachers being able to handle
information equipment and use it to teach certain content effectively, to fostering the ability to
use information in individual children. Additionally, there has been a shift 2) from teachers
being able to design and teach classes that provide new learning opportunities for each student
using information and communications technology (ICT), etc., to having the ability to analyze
and assess the learning styles of the children using data, and to teach in an appropriate
manner for each student. However, the expected image of teachers and classes amid changing
times has been inconsistent between policymakers and teachers and teacher educators.
To resolve the issues arising from 30 years of disagreement between both sides, it is
necessary to: 1) distinguish between essential and transitional issues during the transition
period; 2) carefully follow consensus building procedures; 3) promote research-informed methods
for improving practices; and 4) mention the relationship between innovative teaching using
new technology and the pedagogy of teacher education.
https://ror.org/03xg1f311 
