The previous research examined the universities’ 2022 syllabus (information
including course contents, etc.) that was open to the public, to clarify the
implementation of Paralympic and para-sports education at national teacher training
universities. The aim of the research was to identify opportunities for students who
may become elementary and secondary school teachers, to attend classes on
understanding inclusive society through Paralympic and para-sports education.
In the research, syllabus data was extracted through relevant key words, which
provided an overview of the overall trend, and quantitative analysis was conducted
on the extracted data. This was followed by a qualitative analysis of actual classes
selected from the four “Teacher Training Flagship Universities” (Tokyo Gakugei
University, University of Fukui, Osaka Kyoiku University, and Hyogo University of
Teacher Education), which are considered to be conducting pioneering education, as
well as Hokkaido University of Education, which had the largest number of
Paralympic and para-sports related classes. The analysis identified and reviewed
relevant class titles, faculty members, their job division and fields of study among
other aspects.
To supplement the earlier qualitative research, this study will focus on the
programs at Tokyo Gakugei University and Hokkaido University of Education, both
of which had many Paralympics and Olympics-related classes.
It can be assumed that as a “Teacher Training Flagship University,” classes at
Tokyo Gakugei University are designed by the management level of the university.
This is because classes are being reviewed and redesigned as a whole in order to
apply to be selected as a Teacher Training Flagship University. Based on this, an
interview was conducted with a person in charge of the application, research, and
education. On the other hand, at Hokkaido University of Education, an interview was
conducted with a person who is engaged in classes at a practical level.
From the results of the interviews, both universities were making a considerable
effort to enhance the contents of classes both at the management level and at the
practical level. In addition, teacher training education was being implemented to
maintain and promote inclusive education and special support education. Although
both universities are very positively engaged in university education, budgetary
constraints are assumed to be high. Therefore, they are making creative efforts to
maintain the number of classes and facilities.
The results of the previous research showed that enrollment capacity is a key
factor in maintaining a large number of classes, or in other words diverse classes, and
both schools examined this time supported this finding through their high enrollment
capacity and a high level of commitment. Considering the above, smaller universities
may face difficulties in ensuring diverse classes and in promoting practical inclusive
education. Radical measures from a macro perspective will be essential.
Finally, limitations of this study are as follows. First, because the study was
conducted only at Tokyo Gakugei University and Hokkaido University of Education,
it was not possible to ascertain overall trends in Paralympic and para-sports
education at national teacher training universities. Second, we have not conducted a
similar study of private universities. It is assumed that there are marked differences
in approaches among private universities due to the dynamic nature of their
management and the fact that some of them have ample funds. We will continue to
study the situation.
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