抄録
ABSTRACT
The purpose of this paper is to summarize the workload reforms that are taking place in
England from the perspective of teacher education, focusing on the “Teacher Recruitment and
Retention Strategy” announced by the Department for Education (DfE) in 2019. After having
summarizing the current situation and issues, such as the kind of perspectives and conditions
being developed, teachers can perform their duties with a sense of fulfillment in their career
development, while developing their professional skills.
Since 1997, England has actively improved its working environment for teachers as part
of its efforts to improve educational standards. However, the problems of teacher shortages and
long working hours have not been fully resolved. To solve such problems, the DfE released its
“Teacher Recruitment and Retention Strategy” in 2019. This strategy includes the creation of a
support framework for novice teachers, the Early Career Framework (ECF), the creation of a
new teacher professional qualification framework that specializes in teacher work and responsibility (NPQLBC, NPQLL, NPQLPM, NPQLT, and NPQTD), the guarantee of flexible working
styles, and the development of a work environment that emphasizes well-being and financial
incentives. The characteristics of England’s initiative can be summarized as (1) support and
professional development, (2) autonomy and flexibility, (3) work-life balance and well-being,
and (4) diversity and accountability.
In Japan, efforts are being made to reform the way teachers work and teacher education
to make the teaching profession more attractive. I believe that the four characteristics that
England is adopting are suggestive when considering how to prepare conditions for future Japanese teachers to engage in professional development and teaching activities with self-fulfillment and a sense of contentment.
Keywords：England, Workload Reform, Teacher Recruitment and Retention Strategy, National
Professional Qualification (NPQ), Well-being
https://ror.org/007h0zf03 