教育心理学における専門家養成の問題

The purpose of this symposium was to describe the existing conditionings in advanced training (i, e. Doctor Course of university) of educational psychologists, clarify the problems, discuss and explore a strategy for innovating and improving the program of advanced training of educational psychologists in Japan.<BR>Sugihara made a survey, by mailing to 14 universities, a questionnaire including items about the size of faculty members, their specializing fields, the relation between faculty members' researches and the program of advanced training etc. The serious problems which he found out were as follows:<BR>(1) The faculties of education in Japan are generally so small in terms of size that they cannot offer a wide variety of lectures and seminars considered as indispensable in training educational psychologists.(2) The curriculums lack organization chiefly because the objectives and the areas of educational psychology have not been cleary defined.<BR>Ohmura provided useful information about the graduate training program at Stanford University strikingly contrasting with Japanese institutions. At Standford's faculty of education, lectures and seminars are well organized by many faculty members. Besides, graduate students are required to take their related psychological courses at the Department of psychology. They are expected to obtaincomprehensive professional understanding of educational problems met by administrators, supervisors, guidance workers, curriculum specialists and school psychologists. Graduate students are highly encouraged to do cooperative studies with their advisers. The faculty members believe that research training can be accomplished only through direct experience of research under the guidance of advisers. This system could be compared to the tutorial system.<BR>Sakano presented an instructive and suggestive report concerning the program of training educational psychologists at Karl-Marx University, Lerptzig, GDR. In GDR, the objective of educational psychology is clearly and unequivocally defined. In accordance with this, the curriculums for educational psychology are clearly planned and well organized. The minimum units, which students are required to complate during their five years' residence, amount to twice as many as in Japan. After two years' training of general education and fundamentals of psychology, students receive special training to become professional psychologists. The fact that training is systematically plamed and dominantly vocational in its contents is characteristic of GDR. Umemoto's proposal for renovating the advanced training of educational psychologists at Japanese universities coincided with discussant Kojima's opinion,;(1) The objective, areas and contents of educational psychology should be clearly defined.(2) The urgent need for educational psychologists is to comprehend the complex context in which educational phenomena appear. It is also inevitably required of them to conduct researches for the purpose of solving problems met by people actually working in educational situations.(3) It is an undeniable fact that a majority of graduate students aspire to professorship in colleges and universities. Therefore, the curriculums at the faculty of education must be arranged so that graduate students may acquire qualified ability for teaching educational psychology as well as academic competence for carrying out scientific researches.