Survey on the Competencies of Science Teachers of Elementary and Lower Secondary School Teachers in Tokyo

Abstract

Against the background of the diversity of children, new learning in “Society 5.0” and the post-pandemic era, and the shortage of teachers, the competencies of teachers are being redefined and a new system for teacher training is required (Central Council for Education, 2022). In science education, there have not been many previous studies on teacher education, including research on the competencies of science teachers. Therefore, the purpose of this study was to conduct a comprehensive investigation of the competencies of science teachers in relation to teaching and learning. We conducted an attitude survey to determine whether the 28 items in Naumescu’s (2008) list of “good practices related to competencies” were also recognized as good practices by science teachers in Tokyo, and then analyzed the relationship between the beliefs of science teachers in Tokyo and the teaching experiences that formed their beliefs. As a result, Analysis of the survey results clarified the following points: 1) Naumescu’s proposal of “Good Practices Related to Competencies” were accepted as the ideal standard of competencies of science teachers in Tokyo who responded to this survey. 2) One of the key features of the way science teachers in Tokyo perceive the competencies of science teachers is their awareness of the second axis, which is about the teaching-learning process (T-S). 3) There is a certain relationship between “matters that may influence or change teaching practices and beliefs about education”, “teaching career” experiences and “good practices related to competencies”.