The Principle of "Teacher Training in Universities" and Issues for Teacher Training Universities and Faculties(<Special Issue>Exploring New Horizons in the Current Discourse on Universities)

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  • 「大学における教員養成」原則と教育学部の課題(<特集>大学論の新たな地平を探る)
  • 「大学における教員養成」原則と教育学部の課題
  • ダイガク ニ オケル キョウイン ヨウセイ ゲンソク ト キョウイクガクブ ノ カダイ

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Teacher training in Japan is reaching a significant turning point. What society expects from universities now is to put the principle of "teacher training in universities" into practice. The major point of this principle, in its historical significance, is an active and conscious involvement of universities in teacher training. However, in practice, "universities" seems to have not played a sufficient role in "teacher training." This study aims to reconsider the previous findings of a study by this researcher on educational history from a perspective on the relation between "universities" and "teacher training." Yokosuka (2001) evaluated the advisory panel's report on national teacher-training universities and faculties highly describing, "what national teacher-training universities and faculties should be in the future." The reason is because his central proposals, which were ignored in the early 1970s, were inserted in this report. However, why were his opinions ignored for about 40 years? That is because the logic of "academism" has been so strong in respect to teacher training. When we "relativize" academism, we need to consider its drawbacks and limitations. This research considers Osada Arata's argument about teacher training before the war, discussions on whether or not to continue higher normal schools and discussions on upgrading higher normal school. The problem is that academism takes a negative attitude toward teacher training. It is necessary to sweep away this negative attitude toward specialized subjects and educational subjects in teacher training and to place them in teacher-training universities and faculties. Teacher-training universities and faculties are urged to be independent.

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