일본의 교원양성 정책 동향과 과제 고찰

Abstract

After the 1980’s, nations of the American and European continents focused on enhancing the academic abilities of students and the expertise of the teachers, and have endeavored to enhance the quality of teachers in pursuing this objective. With this trend, as the 2000’s came along, Japan also sought for reforms to highly specialize the academic profession. In the October of 2005, the central council for education announced the implementation of “recertifying teaching licenses” and “graduate schools for teaching,” which has its origins from American policies. Moreover, based on these grounds, a new training institute which aims to nurture new teachers to have practical leadership and could be core constituents of the “new” school which have confident instruction theories and practical abilities through diverse social experience was erected in July, 2006. In enacting these reforms, the recertifying of teaching licenses was implemented in 2006, and the graduate school for teaching was erected in 2008 and has shown optimistic results in problem-solving teaching methods, the reinforcement of cooperation with the school and board of education, curriculums to enhance practical abilities, and the integration/circulation of theories and practice but has still obstacles to solve. Thus, the central council for education has suggested “offering a Master’s degree in nurturing teachers,” “reforms in teaching licenses,” “improvement in cooperation/connection between the school and board of education,” and etc. as needed for development. These series of reforms suggest points of notice for our teacher-nurturing policies.