国立教員養成系大学・学部における中学校理科教員養成カリキュラムの分析 : 教育職員免許法改定に伴う変化を中心として

An Analysis of Pre-Service Training Curricula for Lower Secondary Science Teachers in National Colleges of Education in Japan : Centered on Comparison of Before and After Revision of The Teacher's Certificate Law

A Teacher's Certificate Law exists in Japan. This law was effective since 1949 and minor revision has been made a number of time. However, a major revision of this law was made in 1988 and was effective for school year 1990. The purposes of this study are following: 1 ) To clarify the status of curricula for the pre-service training of lower secondary science teachers in national colleges of education before and after revision of the Teacher's Certificate Law; 2) To Compere and to clarify the differences of new curricula from old ones; and 3) To find out the trends and probrems of curricula for the pre-service training of science teachers. The main results were as follows; 1 ) There is a variety of professional education curricula for lower secondary science teachers in national colleges of education. 2) In 1990, the average number of credits for Science Subjects ('Kyoka-senmon-kamoku' ) was not different as compared with the case of 1988. However, the legal number of credits for Laboratories as a part of Science Subjects was changed from 4 to 8 after revision of the Teacher's Certificate Law. And actual number of credits for these subjects increased according to the law. The doubling of the number of credits for Laboratories meets with the approval of over 600f the institutions. However, there is no backing of collateral increase of faculty members and budget, therefore a heavy burden must necessarily be imposed on science faculty members. 3) The number of credits for Professional Teaching Subjects ('Kyoshoku-senmon-kamoku') increased after revision of the Teacher's Certificate Law. However, the number of credits for Methodology of Science Teaching ('Rika-Kyoikuho'), which is an integrative subject in pre-service training courses for science teachers, decreased. Though other science education subjects are offered in most of the institutions, yet students will have no time to study these subjects, because of Laboratories and Professional Teaching Subjects with the exception of Methodology of Science Teaching. 4

https://opac.ll.chiba-u.jp/da/curator/900025237/

https://opac.ll.chiba-u.jp/da/curator/900025237/KJ00004299595.pdf

千葉大学教育学部

紀要論文

0577-6856

AN00179534

千葉大学教育学部研究紀要. 第2部

42

19

30

1994-02-28

publisher

教育学部研究紀要（ONLINE ISSN 2760-2893）