Graduate School of Education (Professional Degree Program)Waseda University

About the Program

Feature and Constitution


We work with elementary, junior, and senior high schools

Waseda University has sent a great many teachers to secondary education sites, such as junior and senior high schools, over the years. In addition to this long track record of cultivating teachers, the university established an elementary education program within the School of Education in April 2008, and is currently training elementary school teachers. The Graduate School of Teacher Education welcomes students who intend to become teachers in elementary and junior/senior high schools, as well as in-service teachers looking to bring their careers to the next level. This allows students to learn about the state of education in a variety of schools, as well as how to best work with different schools or types of schools. Students will gain a wider point of view and improved social cooperation skills.

The Graduate School of Teacher Education provides a one-year graduate program for in-service teachers

In-service teachers face a variety of educational issues in schools. Students in the Graduate School of Teacher Education are exposed to the latest scholarly knowledge and learn a diverse array of advanced practices, to help them resolve the practical education issues they are facing. However, some in-service teachers might find it difficult to leave their careers for two years. The Graduate School of Teacher Education has developed a one-year course for this very reason. The course requires that students have already received credit (practical training exempted) for two practical courses (“Clinical School Teaching I” and “Clinical School Teaching II”).

The teachers we train

The Graduate School of Teacher Education has developed an educational program that specializes in cultivating teachers based on our three educational policies. Our goal is the cultivation of “new teachers who boast practical leadership and developmental abilities, and who could become key players in new school development” and “school leaders who boast a strong understanding of leadership theory, as well as superior practical and application abilities, and who could play crucial leadership roles in regions and schools (core backbone teachers).” More specifically, our objective is to cultivate teachers who have flexible yet advanced practical and clinical teaching abilities, and who can react appropriately to parental guardians, regional societies, and children who change drastically along with society. We cultivate the following types of teachers based on our educational policies and the career plans of our students.

From new graduates of undergraduate programs, to new teachers who could become key players in school development

Students who have gained basic and foundational skills and abilities as teachers at the undergraduate level and who have obtained their teaching licenses will improve their clinical teaching skills so that they can apply these theories in practice. We give students a broader education, and train them as teachers who boast social cooperation skills that allow them to work with colleagues, parental guardians, and others, to resolve educational issues as personnel involved in planning education in schools.

From in-service teachers, to school leaders

Students will combine their teaching experience with scholarly knowledge based on leading education research, to increase their clinical teaching abilities. They will then aim to grow as teachers with the ability to reflect on their own teaching abilities and improve; analytical and implementation abilities required to play central roles in class, grade, and school administration; and social cooperation abilities that allow them to cooperate and collaborate with regions, parental guardians, and others.

Furthermore, in-service teachers who intend to become school leaders will attempt to increase the sophistication of their own clinical teaching abilities, as they gain knowledge and study methods related to cultivating the abilities of colleagues, and acquire the ability to lead. As school leaders, students will also gain a strong understanding of leadership theory, improve their management abilities, acquire superior practical and application abilities, and gain the ability to play leading roles in schools and regions.

From those who have teaching experience and want to teach again, to prominent new teachers and school leaders

Depending on their teaching careers (the number of years they have been teaching and how long they have been away from the teaching profession), students will aim to become new teachers who could become key players in new school development, or school leaders who will play leadership roles in schools and regions.

Educational characteristics

  1. Theory combined with practice
  2. Career-based cultivation of skills
  3. Broad education and social cooperation skills
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