中国の師範高等専科学校から総合大学への昇格における教員養成の変化に関する研究

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タイトル別名
  • Research on the Changes of Teacher Education due to the status's raise from Teacher College into University in China
  • 中国の師範高等専科学校から総合大学への昇格における教員養成の変化に関する研究 : A学院についての調査分析を通して
  • チュウゴク ノ シハン コウトウ センカ ガッコウ カラ ソウゴウ ダイガク エ ノ ショウカク ニ オケル キョウイン ヨウセイ ノ ヘンカ ニ カンスル ケンキュウ : A ガクイン ニ ツイテ ノ チョウサ ブンセキ オ トオシテ
  • ―Based on the Analysis of University A―
  • ―A学院についての調査分析を通して―

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<p>  The research purpose is to clarify the changes of teacher education in China from year 1990 onwards due to the raise of status of Teacher College into Universities.</p><p>  There are three proposed research subjects: 1. Clarify the process & change in teacher education curriculum due to the status's raise from Teacher College into University. Reference to Teacher education's Curriculum research in Japan, and analyzed from the perspective of “General education”, “Specialized education”, “Professional education” and “Educational practice”. 2. Research on the awareness of University A's Administrative personnel & teaching staff and how they cope with it amidst the transformation. 3. Through the analysis above, the teacher education quality is being compared before and after the reform.</p><p>  The analysis is mainly focussed on a Teacher College which was raised to the University level in the year 2004. For Subject 1, the teaching plan of University A from 2000-2010, as well as reports and application materials made during the transition are collected to analyze the change in University concept and courses. Chose 2 faculties to analyze the change in teacher education's curriculum. As for Subject 2, Conducting interviews with the faculty members of the department of teacher education. Lastly, the change in quality of teacher education due to the raise into university level is observed and analyzed.</p><p>  From the analysis above, the transformation of teacher education is observed as below: Regarding the change in teacher education's curriculum, the General education and Specialized education are strengthened and the Educational practice's hours are extended, but pedagogy and other Professional education theory has a strong trend of not being integrated. As a university the General education and Specialized education should be strengthened. But within the teacher education it has also raised the problem about the professional education, especially professional education theory and the connection with educational practice's has been neglected.</p>

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