戦後の開放制養成の意義と課題

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タイトル別名
  • Significance and Problem of the Postwar Opening System Training：
  • 戦後の開放制養成の意義と課題 : リベラルアーツ教育を基盤とした教員養成の再考
  • センゴ ノ カイホウセイ ヨウセイ ノ イギ ト カダイ : リベラルアーツ キョウイク オ キバン ト シタ キョウイン ヨウセイ ノ サイコウ
  • Reconsideration of the teacher training based on liberal arts education
  • ―リベラルアーツ教育を基盤とした教員養成の再考―

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<p>  The current Japanese system for teaching certification has three principles: licensureism, university-based teacher preparation, and open system. Since the end of the last world war, the normal school based teacher preparation (Shihan-Gakkou) has undergone reforms with three principles. The university-based preparation was the earliest proposal of the three with an aim to widen scholarly learning through liberal arts education. </p><p>  The “open system” is another significant reform that has “opened” the door for general universities outside of those universities specialized in teacher preparation to be a providers of the initial teacher preparation. It is significant that the “open system” allows the preparation of teachers with a background not only in the area of education but also in disciplinary areas such as science, literature and so on. This type of teacher preparation programmes prepares teachers teaching in middle and high schools. </p><p>  The Central Education Council has confirmed the post-war principles on teacher preparation system to be continuously held as the fundamentals of Japan’s teacher preparation and licensure systems. However, recent major reforms undermined the principles by pushing teacher preparation providers to align their curriculum to the core curriculum and to put greater emphasis on practicums. In so doing, the reforms have weaken the autonomy of universities on curriculum control and the basic principle of teacher preparation through liberal arts education. Those reforms are also endangering the principle of “open system”, and reforms are expected for both the teacher preparation system and the open system. </p><p>  This paper aims to raise an alarm on the current trend of reform on teacher preparation systems. This paper then proposes an alternative by drawing an example from the development of teacher preparation curriculum at the ICU for over 20 years. The main argument highlights the importance of teacher preparation through liberal arts education with a curriculum that provides academic learning of subject matter of teaching.</p>

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