History,Overview

The teacher cultivation system following World War II was founded on two major principles: “cultivation of teachers in university” and “cultivation of teachers in the open system.” Under this system, Waseda University contributed significantly to the training of teachers who would go on to support formal education in Japan. Over the past few years the number of graduates of our programs who have gone on to obtain teacher licenses has grown from 800 to more than 900 per year. The number of graduates who have passed teacher employment examinations has likewise grown. During the 2013 academic year, 254 graduates passed examinations for elementary schools, public junior and senior high schools. 95 graduates took full-time or part-time teaching positions at private schools.

Meanwhile, various changes to the social situations surrounding education over the past few years have made clear a number of issues with how formal education ought to be conducted and how teachers ought to behave. It is becoming increasingly important to train teachers who can respond to these issues and who boast superior social skills, human skills, and advanced expertise. Education needs to apply the social experiences of company employees who have teaching licenses to formal education, further increase the expertise of teachers who are already working in schools, and more.

In addition to our over 100 years of experience cultivating teachers, we were selected by the Ministry of Education, Culture, Sports, Science and Technology to participate in the “Univeristy/Graduate School Teacher Cultivation Program” and “Program to Promote Cultivation of Talented Teachers” (2005 and 2006, respectively), and continue to engage in research that focuses on teacher cultivation that meets the needs of the time.

Taking advantage of the Waseda University track record of teacher cultivation and education research, the Graduate School of Teacher Education will use the new professional graduate school system to develop a high quality teacher cultivation curriculum and build strong relationships with schools and boards of education. By instilling teachers with the advanced skills sought by society today, we will accomplish the social duties expected of Waseda’s teacher cultivation programs.

The Graduate School of Teacher Education has established the following policies concerning recognizing completion of requirements and awarding degrees, forming and conducting curricula, and new student acceptance.

Policy on recognizing completion of requirements and awarding degrees (diploma policy)

Taking advantage of Waseda University’s comprehensive and creative qualities, we create opportunities to interact in a multitude of disciplines, cultures, languages, and values, and train teachers that will go on to play active roles in contributing to global society. This all takes place in comprehensive educational and student lifestyle environments, based on a systematic curriculum.

The Graduate School of Teacher Education trains new graduates of educational programs and those with private experience to become teachers that boast superior practical leadership abilities and dynamism, and who could become key players in school development. At the same time, we help bring in-service teachers to the next level of professionalism as teachers who boast a strong understanding of leadership theory, have advanced practical and application abilities, and who can go on to play leading roles in schools. Students who complete their requirements will be awarded master’s degrees in education (professional).

Policy on forming and conducting curricula (curriculum policy)

The Graduate School of Teacher Education has set three educational policies: “cultivating career-based clinical education and self-improvement abilities in teachers,” “pursuing broad education and a solid teaching force, backed by veteran insight and cutting edge scholarly knowledge,” and “developing social cooperation abilities.” In order to accomplish these we have formed our curriculum from four types of subject groups: “common courses,” “practical training at schools,” “electives by field,” and “freely-chosen elective courses.”

In “common courses” students study topics required by all highly-specialized teachers, while “practical training at schools” involves three types of courses arranged developmentally. This allows students to study in environments that combine theory and practice. In “electives by field” students further develop what they have learned in their “common courses,” engage in teaching career-based research, and develop the ability to combine theory and practice. Finally, the goal of “freely-chosen elective courses” is to develop a broad education and rich human resources.

New student acceptance policy (admission policy)

Based on its educational philosophy of “independent scholarship,” Waseda University welcomes students from all over the world who boast a high level of foundational scholarship, are intellectually curious, show progressive thinking (the foundation of our school), and have a strong will to pursue scholarship.
The Graduate School of Teacher Education, Advanced Teaching Practical Specialization has as its goal the cultivation of the two following types of teachers:

1. New teachers who boast superior practical leadership abilities and dynamism, and who could become key players in school development
2. School leaders who boast a strong understanding of leadership theory as well as advanced practical and application abilities, and who could play leading roles in schools

Both types of teachers require foundational knowledge and communication skills as prerequisites.
Additionally, students will require a high level of ambition toward the teaching profession, the ability to set appropriate course completion plans, and the ability to create realistic career plans after completing the program.