The purpose of this study is to clarify the issues on home economics education in junior high schools through a survey of junior high schools in 12 prefectures. Teachers' consciousness on teaching home economics was analyzed using the career histories of home economics teachers and whether or not to have a teacher's license for home economics. A yearly teaching plan, the relationship between industrial arts and home economics and views on coeducational home economics classes were recognized to be relevant to the teacher's long or short career history of home economics and whether or not to have a teacher's license for home economics. In conclusion, it is important that teachers only teach in the field for which their license is valid, and that opportunities for reeducation and study for teachers are guaranteed. Also discussion is needed on the subject of"Industrial arts and home economics" which is combined as one subject in spite of the fact that a teacher's license for these subjects is different.

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This paper aims to propose the teaching contents of early childhood education for junior high school teachers in their home economics class. The contents presently taught by over 90% of teachers are related to children's physical and mental development as well as their life. Meanwhile, the contents, which teachers consider necessary but not included in their lessons, are the area related to the efforts to provide children with the environment required for playing as well as their growth and development. Such being the case, this paper proposes the teaching contents for teachers to have their students learn about the following set of three items: Children's Growth & Development, Children's Life, and Role of Family in promoting the first and second items. At the same time, students are guided to give thought, as a member of the society, on how the children's environment should be.

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Despite one subject, there is no license for "Industrial Arts and Home Economics".Teachers' license is granted separately as "Industrial Arts" and "Home Economics".On the basis of such special structure of this subject, the purpose of this study is to clarify how home economics teachers recognize problems in structure of Industrial Arts and Home Economics.Freelance answers on the demerit and merit of combined subject were analyzed.About 70% of respondents found demerit in the combination of Industrial Arts and Home Economics, especially in the difficulty of evaluation as one subject, and most teachers found problems as it was unreasonablly combinationed subject.Teachers found that students' achievement level in Industrial Arts and Home Economics did not always coincide, and evaluation points were also different.Because of teachers' different views of the subject, Industrial Arts teachers and Home Economics teachers found to collaborate with each other was difficult.Furthermore, teachers' arrangements were biased by teachers' gender.There was a tendency for male teachers to teach Industrial Arts and female teachers to teach Home Economics.

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This study aimed to examine how the education of home economics are actually performed and where the problems exist through the questionnaire to the selected 12 prefectures across the county. The outcomes of the survey were as followings: Firstly, each class completion rate of the elective subjects were 89% in "nursing", 70% in "clothing", and 31% in "housing". Secondly, on the gross hours of class offered in a year 52.4% of the schools offered 105 hours and 44.4% of the schools offered 70 hours respectively. Lastly, the rates of coeducation were respectively 82% in "nursery", 74.2% in "housing", and 58.6% in "clothing". By analyzing the survey some characteristics of each prefecture and the issues to be solved were revealed.

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The purpose of this study was to clarify the status of and problems in Information and Communication Technology (ICT) utilization among home economics teachers in junior high schools. We compared home economics teachers in junior high schools in Kanagawa and Saga prefectures, who are known for their advanced use of ICT. A survey was conducted to examine the influence of improvements in the ICT environment on ICT utilization; leaders’ perceptions of ICT; and relationships between utilization, leadership, and awareness of ICT utilization. Participants included home economics teachers in junior high schools, including part-time lecturers. The questionnaires were distributed by mail. Regarding ICT utilization, the common problems experienced by home economics teachers in both prefectures were related to teaching using ICT during class, guiding students to use ICT, and teaching information ethics. Additionally, scores on “teaching students to use of ICT” were significantly lower than the scores of the whole junior high school. Findings from prefectures with advanced ICT use could help teachers improve their utilization of ICT and upgrade their skills. The present findings confirmed that providing a support system and fostering learning among teachers increases the number of faculty members who have fun and who actively utilize their ICT knowledge. In future, home economics teachers could focus on continuously sharing information and examining cases of effective ICT utilization to help improve individual skills and home economics education.

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The purpose of this research is to clarify perspectives of teachers without the license of home economics education (LHEE) by comparing those with the LHEE. Perspectives of teachers with the LHEE were better than those of teachers without the LHEE. Additionally, the teachers with the LHEE thought that problem solving ability was more important, and they utilized resources such as homes and community which were the basis of students’ livelihood. However, teachers without the LHEE had almost no time to research materials for teaching some subjects in addition to home economics education, and they were able to take the line of least resistance such as worksheets. The quality of home economics education was influenced by difference between teachers with the LHEE and those without the LHEE. In order to ensure study opportunity, the boards of education need to prepare support system for teachers without of the LHEE, and reform teachers’ license system immediately.

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The purpose of this research is to examine effective support for the implementation of early childhood education and care experience (ECEC) for teachers without license of home economics education (LHEE). We conducted the questionnaire survey to 86 teachers with LHEE and 123 teachers without LHEE. The results showed that the teachers without LHEE give ECEC with the help of seniors, teacher’s guidebooks, and the local childcare support administrators. The teachers without LHEE needed active support from the administration such as providing the list of preschool facilities that accepted the ECEC. In order to make the ECEC possible, the following three points are shown as effective support for teachers without LHEE. First, the information about the ECEC needs to be shared, and teachers without LHEE should be able to access it. Internet service provision is thus necessary. Second, the cooperation between schools and childcare support administrators makes it easy for teachers without LHEE to implement the ECEC. Finally, it is important for teachers without LHEE to receive support from the Board of Education.

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本報では,模擬授業を組み込んだ家庭科教育法プログラムの効果と改善点を明らかにするために,家庭科教師に求められる資質能力の枠組みを設定し,模擬授業実践による自己評価,相互評価の記述をもとに,家庭科授業づくりに関する学生の課題を分析した。1.家庭科教師に求められる能力として,教師に求められる能力と同様,「授業準備・実践」の力が求められていた。また,家庭科教師には,生活に結び付ける教材化の力が多く求められており,社会変化への対応や生活者としての姿勢に関する記述が家庭科としての特徴を示していた。2.社会変化への対応や生活者としての姿勢は,学生が授業を構想する段階で認識できていることが確認できた。しかし,具体的に授業場面で実現する力は不足していると思われた。3.授業準備・実践にかかわる力について,自己評価では教師側からの適切な働きかけや生徒への柔軟な対応などの授業展開力を課題と認識し,相互評価では目標設定や指導過程など授業構成力を課題と認識していた。具体的には,授業構成力に関しては,目標設定や指導過程,内容の時間配分など,具体的な授業イメージの構築が困難であった。教材研究力に関しては,授業を進めていく上で必要な知識や関連知識,生徒の立場での教材の工夫に課題がみられた。授業展開力に関しては,生徒への働きかけや柔軟な対応が全体の課題としてみられた。なお,相互評価は,自己評価で気づきにくい点の指摘につながっており,自己評価による課題認識の偏りを是正していた。次報は,各グループが認識した具体的な課題の改善に向けた2回目の模擬授業実践から課題の改善状況を分析し,家庭科教育法プログラムの効果と改善点を明らかにする。

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本研究では,スリランカの中等教育における家庭科教育,特に食教育を明らかにするために,現地調査を行うとともに,家庭科関連の教科書,一般教育上級レベル修了試験,国立教育研究所発行の家庭科に関する資料を日本語に訳し,内容を分析し,検討した。その結果,家庭科は6〜9年生に男女とも必修でPTSの1科目として食物が,10〜13年生に男女とも選択でHome Economicsが課せられていること,領域としては食物が重視され,環境や消費は全く扱われていないことが明らかとなった。内容的には,自然科学に立脚した高度な知識の習得が第一義とされ,知識を駆使して自身の暮らしをよりよくつくりかえていく主体の形成はめざされていないと推測された。しかしながら,Home Economicsの本来的なあり方として,文化の継承,福祉,消費者,環境保全等の導入が提唱されていることが見出された。

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This paper aims at clarifying the issues and problems that today's childcare education has by first giving an overview of the previous studies in the field of childcare education. I will go over the historical changes and developments of the aims and goals of childcare education in home economics classes in Japan from the following two standpoints: a) the needs of childcare education and b) curriculum content of childcare education. From these two perspectives I will review the papers that have been published up until 2003 in the Homemaking Society Pedagogical Journal. Then I go over the governmental teaching guidelines and make suggestion for the future of homemaking education. The points considered in plans for the future of childcare education are the following: 1) It should not aim at reinforcing gender roles but would try and make students self-reliant based on the philosophy of equality of men and women. 2) Amalgamate the needs survey and developmental requirements. 3) Self, other, community and society have to be made relevant to each other in homecare education. 4) Communication between teachers and children should be given high priority as a learning excellence. 5) Consistency among goals of classes, content of education given, pedagogical methodology, developmental issues of children, and needs survey needs to be created. 6) Educational programs that are not handed from the top to the bottom but those that would pay attention to special characteristics of schools and communities need to be created.

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