The Graduate School of Teacher Education has designed a curriculum that is composed of a foundation of “common courses” in five fields that all students must complete, as well as “electives by field” and “Practical training at schools” that make use of our core fields of scholarship.
In “electives by field,” students focus their studies on subjects that contribute to developing their abilities as educational specialists. The goal of these courses is for students to further study their areas of expertise, with the intent to complement their studies as they continue to draw connections with their “common courses.” We have prepared 24 courses in four fields to satisfy the scholastic and practical interest of students who come from a variety of teaching backgrounds, and the necessity that comes from the qualities of the subject matter.
“Practical training at schools” is split into three levels. “Clinical School Teaching I” provides comprehensive practical training that includes teaching and teacher skills. “Clinical School Teaching II” provides practical training over a certain period of time regarding identified issues in the form of internships. Finally, “Clinical School Teaching III” pursues issues with developing teacher skills.
Our multi-layered curriculum also includes “freely-chosen elective courses” to provide students with a broader education and to help develop rich human resource skills.
In order to cultivate social cooperation abilities (one of our educational policies), the Graduate School of Teacher Education provides students from a variety of teaching backgrounds with opportunities to learn and improve together. For this learning environment to function effectively, students are not separated by their backgrounds (whether they are new graduates of undergraduate programs or in-service teachers). Students are mixed together in classes and groups and work on exercises together. New graduates of undergraduate programs can study as they receive advice from their in-service teacher classmates. Meanwhile, by offering advice in-service teachers can learn how to cooperate with colleagues in a leadership role.
Finally, research specialist teachers and more practically-minded teachers can form teams and take responsible roles in an attempt to combine theory and practice, in courses with a strong direct relationship to educational practices such as education techniques and student guidance.
Once students enter the Graduate School of Teacher Education they are assigned a mentor: a teacher that offers advice from enrollment until graduation on how to complete academic requirements and how the student is progressing. Students meet with mentors for advice on selecting courses and designing course plans, and to confirm their progress. Practical training courses required for completion of the program are not set ahead of time; rather, mentors offer advice to students on setting specific assignments for their practical training. Mentors also provide appropriate guidance before and after courses required for completion of the program, so that students can engage in effective practical training that sheds light on the issues they have identified.
Common courses | 18 credits | 16 credits in 10 compulsory subjects, 2 credits in elective compulsory subjects |
---|---|---|
Practical training at schools | 10 credits | 10 credits in 3 courses |
Electives by field | 16 credits | 16 credits |
From courses above or freely-chosen elective courses | 2 credits | |
Credits required for completion | 46 credits |
“Clinical School Teaching I” is a form of practical training that focuses on improving teaching skills and overall teaching work. Students put the knowledge and techniques they have acquired during their undergraduate practical training into practice, in a way that is independent from their supervising teachers and colleagues. Students without any teaching experience (such as new graduates of undergraduate programs) chiefly aim to improve their comprehensive class administration skills and practical teaching abilities.
“Clinical School TeachingII” is a form of practical training in which students engage with assignments over a two- or three-month period, in the form of an internship. Students engage with assignments and practical training on topics such as teaching ability, class administration, student guidance, career education, special education, and regional cooperation, based on what they studied in their common courses and electives by field. Students gain knowledge and skills to build systems required in classes and school grades through actual practice in schools.
In “Clinical School Teaching III” students go into more detail on assignments they identified in “Clinical School Teaching I” and “Clinical School Teaching II.” It is here that students improve their ability as school leaders. Students cooperate with school administration and faculty members in solving education research issues.
Students improve their abilities as individuals in “Clinical School Teaching I” and work on their ability to cooperate with colleagues and other teachers as a team in ”Clinical School Teaching Ⅱ.” Finally, they improve their ability to work with school administration and faculty members toward resolving education research issues in schools during ”Clinical School Teaching Ⅲ.”
The curriculum of the Graduate School of Teacher Education is composed of compulsory “common courses” and “practical training at schools,” and elective “electives by field” and “freely-chosen elective courses.” Students are required to obtain at least 46 credits to complete the program. 13 courses (for a total of 21 credits) in five fields have been set as compulsory “common courses.” “Practical training at schools” (a total of 10 credits) consists of three courses (focused model, internship model, and issue resolution model), and features a system to increase students’ teacher skills. Students can choose from 24 courses in four fields for their “electives by field.” This allows students to select the courses they need to improve their abilities as teachers. “Freely-chosen elective courses” allow students to study a wide range of topics. Courses are taught by education research and educational practice experts, and each course combines such teaching methods as group work and case studies, in order to effectively “combine theory and practice.” Students improve their theoretical and practical foundation skills through lectures and exercises, and then proceed toward practical training at collaborating/cooperating schools. In addition to gaining practical experience, students engage in solving education research issues during and after practical training. Finally, students can obtain specialized licenses equivalent to primary teaching licenses.
Field | Subject | Credits | Academic year | |
---|---|---|---|---|
Compulsory | Elective | |||
Field related to curriculum formation and implementation | Theory and practice of curriculum development | 2 | 1 | |
Theory and practice of curriculum management | 2 | 1 | ||
Field related to practical teaching methods for subjects | Practical lesson design | 1 | 1 | |
Practical lesson analysis | 1 | 1 | ||
Theory and practice of teaching techniques | 2 | 1 | ||
Field related to student guidance and educational consulting | Theory and practice of school counseling | 2 | 1 | |
Development research to cultivate sociality/normative consciousness of juvenile students | 2 | 1 | ||
Field related to class and school administration | Theory of class administration | 1 | 1 | |
Practical research on class administration | 1 | 1 | ||
Theory and practice of school organization development | 2 | 1 | ||
Educational administration/planning research | 1 | 2 | ||
Field related to what formal education and teachers should be | The social role of teachers and occupational ethics | 2 | 1 | |
School and community development | 2 | 1 |
Course | Practical training period | Practical training details | Credits | Academic year |
---|---|---|---|---|
Clinical School Teaching I | Focused model and year round model (at least 25 days) | Comprehensive practical training on instruction and teaching ability | 5 | 1 |
Clinical School Teaching II | Focused model or year round model (at least 10 days) | Practical training in specific areas (internship) | 2 | 1 |
Clinical School Teaching III | Focused model or year round model (at least 15 days) | Academic investigation of issues in developing teaching abilities | 3 | 2 |
Field | Subject | Credits | Academic year |
---|---|---|---|
Elective | |||
Field A: Subject group related to developing curriculum development/teaching abilities | Theory and practice of curriculum assessment | 2 | 2 |
Scholarly investigation/assessment methods and applications (class canceled for 2014 academic year) | 2 | 2 | |
Practical research on comprehensive learning time | 2 | 2 | |
Practical exercises for improving teaching ability | 2 | 1 | |
Practical research on teaching development | 2 | 2 | |
Educational psychology for educational guidance | 2 | 1 | |
Elementary science experiment exercises | 2 | 2 | |
Educational engineering and practical training (course established by Graduate School of Education) | 2 | 1 | |
Field B: Subject group related to developing student guidance/class administration abilities | Case study research and support exercises for problem behavior | 2 | 1 |
Practical research on homeroom duties | 2 | 2 | |
Theory and practice of career education | 2 | 1 | |
Practical research on cultivating the interpersonal relationships of children | 2 | 1 | |
Practical program development for career education | 2 | 2 | |
Empirical research on class administration | 1 | 2 | |
Field C: Subject group related to developing abilities to support development disorders | Psycho-educational assessment and individual guidance planning | 2 | 1 |
Lesson practices that leverage psycho-educational assessment | 2 | 2 | |
System construction and regional cooperation for special education | 2 | 2 | |
Brain activity disorders and educational support (class canceled for 2014 academic year) | 2 | 1 | |
Field D: Subject group related to developing school administration/regional cooperation abilities | Theory and case study research on school management and reformation | 2 | 1 |
Enhancing school administration through in-school training | 2 | 1 | |
Practical research on educational data analysis in school administration | 2 | 2 | |
Case study research on administration/laws and regulations concerning school accidents and incidents | 2 | 2 | |
Practical research on education between multiple cultures/different cultures 1 | 1 | 2 | |
Practical research on education between multiple cultures/different cultures 2 | 1 | 2 | |
Practical training on educational administration | 2 | 2 | |
Educational system and organization design 1 | 2 | 1 | |
Educational system and organization design 2 (class canceled for 2014 academic year) | 2 | 1 |
Group | Subject | Credits | Academic year |
---|---|---|---|
Elective | |||
Group 1: Subject group related to developing counseling ability | Theory and practice of individual counseling | 2 | 1 |
Understanding minor development disorders and providing practical guidance | 1 | 1 | |
Understanding learning disabilities and providing practical guidance in reading, writing, and mathematics | 1 | 1 | |
Practical exercises on group dynamics | 1 | 1 | |
Social work research | 2 | 1 | |
Group 2: Subject group related to cultivating human resources | The significance of studying history | 2 | 1 |
Global education systems/policy research | 2 | 1 | |
Training in competitive society (class canceled for 2014 academic year) | 2 | 1 | |
Education legislation/research on laws and regulations from the point of view of educational practices | 2 | 1 | |
Group exercises through natural experience education | 1 | 1 | |
Learning from educational practice history | 2 | 1 | |
Life education (class canceled for 2014 academic year) | 2 | 1 | |
Human rights education | 1 | 1 | |
Information literacy for teachers | 2 | 1 | |
Living with characters and words of Chinese origin | 2 | 1 | |
Health education theory (course established by Graduate School of Education; class canceled for 2014 academic year) | 2 | 1 | |
Group 3: Subject group related to developing a wide range of professional teaching abilities | The place and culture of youth | 2 | 1 |
Clinical practical research on delinquency | 2 | 1 | |
Practical research for lifelong learning coordinators | 2 | 1 | |
Juvenile justice administration and education (course established by Graduate School of Education) | 2 | 1 | |
Principles and methods of corrective education | 2 | 1 | |
Exercises for developing professional ability of international teachers (class canceled for 2014 academic year) | 2 | 1 | |
Private school management and administration (class canceled for 2014 academic year) | 2 | 2 | |
School administration | 1 | 2 | |
The educational issue of schools with divergent courses | 1 | 1 | |
Advanced course in social education (the role of juvenile and school libraries in supporting reading environments for children; course established by Graduate School of Education) | 2 | 1 | |
Group 4: Forming educational discussion abilities | Education practice thesis exercises | 2 | 2 |
※One-year course students may take classes regardless of academic year.
The Graduate School of Teacher Education is open to students who aim to become teachers in a variety of teaching careers (new graduates of undergraduate programs with teaching licenses but no experience, and teachers with anywhere from a few years of experience to more than ten) and types of schools (such as elementary schools, junior high schools, and senior high schools). Outside of common courses, students in the Graduate School of Teacher Education are able to choose the courses they will study, in order to deal with the many of diverse issues in educational practices in each type of school and teaching career. While there are many course patterns students can take, this page introduces just a few of these course models.
Field | Subject name |
---|---|
Field related to curriculum formation and implementation | Theory and practice of curriculum development |
Theory and practice of curriculum management | |
Field related to practical teaching methods for subjects | Practical lesson design |
Practical lesson analysis | |
Field related to student guidance and educational consulting | Theory and practice of school counseling |
Development research to cultivate sociality/normative consciousness of juvenile students | |
Field related to class and school administration | Theory of class administration |
Practical research on class administration | |
Theory and practice of school organization development | |
Field related to what formal education and teachers should be | The social role of teachers and occupational ethics |
For those who intend to gain foundational knowledge and techniques in student guidance, and to gain the ability to respond to problem behavior on site
Common courses (compulsory): 16 credits | |
---|---|
Field | Subject name |
Field related to curriculum formation and implementation | Theory and practice of curriculum development |
Theory and practice of curriculum management | |
Field related to practical teaching methods for subjects | Practical lesson design |
Practical lesson analysis | |
Field related to student guidance and educational consulting | Theory and practice of school counseling |
Development research to cultivate sociality/normative consciousness of juvenile students | |
Field related to class and school administration | Theory of class administration |
Practical research on class administration | |
Theory and practice of school organization development | |
Field related to what formal education and teachers should be | The social role of teachers and occupational ethics |
Common courses (elective): 2 credits | Theory and practice of teaching techniques |
---|---|
Practical training at schools: 10 credits | Clinical School Teaching I |
Clinical School Teaching II | |
Clinical School Teaching III | |
Electives by field: 16 credits | Field A: 2 credits |
Practical research on comprehensive learning time | |
Field B: 8 credits | |
Case study research and support exercises for problem behavior | |
Practical research on cultivating the interpersonal relationships of children | |
Practical research on homeroom duties | |
Theory and practice of career education | |
Field C: 4 credits | |
Psycho-educational assessment and individual guidance planning | |
Lesson practices that leverage psycho-educational assessment | |
Field D: 2 credits | |
Case study research on administration/laws and regulations concerning school accidents and incidents | |
Freely-chosen elective courses: 5 credits | Principles and methods of corrective education |
Group exercises through natural experience education | |
Education practice thesis exercises |
※May vary according to schedule, practical training, or other factors.
Students who intend to become “new teachers who could become key players in new school development” with advanced student guidance skills could consider focusing their studies on the elective by field, “subject group related to developing student guidance/class administration abilities.” Students continue their theory-based studies that focus on common courses and electives by field during their first academic year, then tackle practical training (“Clinical School Teaching I” and “Clinical School Teaching II”) once their class administration skills have reached a relatively stable level. During the first term of their second academic year, students engage in “Clinical School Teaching III” and study student guidance and class administration on-site, from the initial stage to until they are at a level where they feel comfortable. This process allows students to gain advanced student guidance skills through applying “theory” in “practice.”
For those who intend to gain development disorder knowledge and support techniques, and to become leaders who develop special education systems in schools
Common courses (compulsory): 16 credits | |
---|---|
Field | Subject name |
Field related to curriculum formation and implementation | Theory and practice of curriculum development |
Theory and practice of curriculum management | |
Field related to practical teaching methods for subjects | Practical lesson design |
Practical lesson analysis | |
Field related to student guidance and educational consulting | Theory and practice of school counseling |
Development research to cultivate sociality/normative consciousness of juvenile students | |
Field related to class and school administration | Theory of class administration |
Practical research on class administration | |
Theory and practice of school organization development | |
Field related to what formal education and teachers should be | The social role of teachers and occupational ethics |
Common courses (elective): 2 credits | School and community development |
---|---|
Practical training at schools: 10 credits | (Clinical School Teaching I) Credits recognized according to teaching experience, etc. |
Clinical School Teaching II | |
Clinical School Teaching III | |
Electives by field: 18 credits | Field A: 2 credits |
Theory and practice of curriculum assessment | |
Field B: 8 credits | |
Case study research and support exercises for problem behavior | |
Practical research on homeroom duties | |
Theory and practice of career education | |
Practical program development for career education | |
Field C: 6 credits | |
Psycho-educational assessment and individual guidance planning | |
Lesson practices that leverage psycho-educational assessment | |
System construction and regional cooperation for special education | |
Field D: 2 credits | |
Case study research on administration/laws and regulations concerning school accidents and incidents | |
Freely-chosen elective courses: 6 credits | Theory and practice of individual counseling |
Understanding minor development disorders and providing practical guidance | |
Understanding learning disabilities and providing practical guidance in reading, writing, and mathematics | |
Education practice thesis exercises |
※May vary according to schedule, practical training, or other factors.
Students with teaching experience and who intend to become “school leaders who boast a strong understanding of leadership theory, as well as superior practical and application abilities” already have an understanding of education environments. Backing this up with a strong theoretical background should allow them to play roles in improving situations in schools. Based on these practices, students will be able to gain insight and ability that will be required in the future, through preparing an educational practices thesis and gaining a better theoretical understanding of their own practices.
Those who intend to gain advanced school administration theory and leadership techniques, and to play leadership roles in advanced school administration practices and cultivating colleagues
Common courses (compulsory): 16 credits | |
---|---|
Field | Subject name |
Field related to curriculum formation and implementation | Theory and practice of curriculum development |
Theory and practice of curriculum management | |
Field related to practical teaching methods for subjects | Practical lesson design |
Practical lesson analysis | |
Field related to student guidance and educational consulting | Theory and practice of school counseling |
Development research to cultivate sociality/normative consciousness of juvenile students | |
Field related to class and school administration | Theory of class administration |
Practical research on class administration | |
Theory and practice of school organization development | |
Field related to what formal education and teachers should be | The social role of teachers and occupational ethics |
Common courses (elective): 3 credits | School and community development Educational administration/planning research |
---|---|
Practical training at schools: 10 credits | (Clinical School Teaching I) Credits recognized according to teaching experience, etc. |
(Clinical School Teaching II) Credits recognized according to teaching experience, etc. | |
Clinical School Teaching III | |
Electives by field: 16 credits | Field A: 2 credits |
Theory and practice of curriculum assessment | |
Field B: 4 credits | |
Case study research and support exercises for problem behavior | |
Practical research on cultivating the interpersonal relationships of children | |
Field C: 2 credits | |
System construction and regional cooperation for special education | |
Field D: 8 credits | |
Practical research on educational data analysis in school administration | |
Theory and case study research on school management and reformation | |
Case study research on administration/laws and regulations concerning school accidents and incidents | |
Educational system and organization design 1 | |
Freely-chosen elective courses: 1 credit | The educational issue of schools with divergent courses |
※May vary according to schedule, practical training, or other factors.
In-service teachers taking one-year courses aim to become teachers playing central roles even among other school leaders. They therefore will go through the “theory, practice, theory” cycle to deepen their understanding. In order to reflect back on their teaching experiences based on prolific practices on-site in a theoretical context, students will first attend lectures that combine theory and practice during the first term of the year. During the second term, students will accumulate practical experience during “Clinical School Teaching III” as they engage with their own assignments and deepen their understanding of theory during lectures.
In order to enhance education research with collaborating/cooperating schools, the Graduate School of Teacher Education collaborates and cooperates with boards of education at the metropolitan, prefecture, ward, and city levels.
「“Practical training at schools” is conducted at collaborating/cooperating schools. Summary of collaborating/cooperating schools
Public schools | Private schools | |
---|---|---|
Elementary schools | 4 |
|
Junior high schools | 25 | |
High schools | 18 | |
Special education schools | 2 | |
Secondary education schools | 1 |
Public schools | |
---|---|
Elementary schools | 3 |
Junior high schools | 4 |
High schools | 10 |
Secondary education schools | 1 |
Public schools | Private schools | |
---|---|---|
Elementary schools | 1 |
|
High schools | 3 |
Public schools | |
---|---|
Junior high schools | 1 |