Abstract
The purpose of this paper is to address the current issues faced by teacher education
research by studying teachers’ life courses.
1. While examining the issue of female teachers in their 50s from the perspective of gender
equality, the following observations were made. In Japan, there are very few women appointed
to administrative positions such as principals; women are heavily burdened with housework
and child-rearing after marriage; school administrators tend to be male teachers, who can
devote themselves to work without being responsible for their households; and, thus, this has a
negative impact on female teachers developing their careers and assuming positions of
responsibility.
To improve the working conditions of school teachers—which often involve excessive
workload and long hours—it is necessary to re-examine the following from the perspective of
gender equality: 1) ways in which male teachers live and work at home and in the workplace,
and 2) teacher education research on the career development of female teachers.
2. When examining the issues faced by teachers in their 20s from the perspective of their
independence in this education specialist profession, the following points are revealed. Firstly,
they have engaged in many experiential activities in the field during training and during their
student days. They have gained experience in accordance with teacher-training policies.
However, while such training helps them develop practical skills, they still have doubts about
the existing systems and practices. Such training thwarts the development of the skills and
attitudes required to change these existing systems.
Entering an era where change occurs rapidly, it is necessary to have the skills to
continuously evaluate systems and practices and improve upon them, rather than adapt to
them. It is necessary to review the purpose, method, and content of guidance given in teacher
education, and to reconsider teacher education research related to the development of young
teachers’ early careers.
