抄録
The purpose of this study is to clarify the problems in the ongoing draft proposal for the
reform of the training system for in-service teachers and to propose the possible future roles of
university faculty members involved in teacher education and in-service training. Specifically,
this study provides an overview of the recent collaboration between professional graduate
schools for teaching and local boards of education under the project launched by the Ministry of
Education, Culture, Sports, Science and Technology in FY2017, which aims to promote the
integrated reform of teachers’ education, recruitment, and in-service training. In addition, this
study proposes the following three roles that universities should play to address the problematic
nature of the recent guidelines for recording and managing the training course portfolios under
the new training system, which are currently open for public comment.
First, using their academic expertise, universities should contribute to the design of
teacher development indicators by boards of education. Second, they should participate in local
teacher training programs to understand the reality of in-service teacher training. Finally, they
should run a website where teachers can effectively build their own training course portfolio
online and acquire in-service training information.
Overall, prior to discussing the kinds of training that should be recorded and their
corresponding formats, a training environment in which teachers can take pride and initiative
in enhancing their own professionalism should first be created. If teachers who continue to
learn were to serve as models for children, they must first have the leeway to learn.
https://ror.org/0244rem06 
