SEAMEO2019TOKYO

Inspecting Proactive Methods for Improving
Competencies and Capabilities of JapanʼsScience Teachers through Teacher Training: Practical Examples as the Foundation forThemed Research into Science Teacher Training

Yoko Yamamoto, Ph.D & Yusuke Endo, Ph.D
Faculty of Human Sciences, University of Tsukuba

1. Introduction
The Purposes of this presentation
To consider how detailed science teacher
training examples show a path forteachers to embody the image ofcontinuing education and proactively
improve their capabilities through training.

Core of teaching policies in JapanThe most important issue is to form and improvecompetencies and capabilities of teachers, so that theycan continue their inquiry and embody the image ofcontinuing their education.

Capabilities Needed by Science Teachers
Universally needed capabilities : a sense of mission andresponsibility toward teaching, a love for education, professional
knowledge that relates to subjects and teaching, practicalteaching skills and attributes that make the teacher a full person.

Capabilities to correspond to the eraʼs changes :The desire to continue learning, and the ability andknowledge to gather, sort, and use information to organize
in an organic way.
The Central Education Council, 2015

Issues of teacher training in Japan
There are many forms of teacher training available
to Japanʼs teachers, however…

Teachers are motivated to learn, but they are
diﬃcult to ﬁnd the time in their busy
schedule.
It is necessary to develop an environment
where teachers can maintain motivation tokeep learning themselves.
etc…
The Central Education Council, 2015

Research questions of this presentation
How much can teachers raise theirawareness about the need to continuelearning and proactively improve theircapabilities, while trying to avail
themselves of teacher trainingopportunities in their busy lives?

2. Capabilities Needed byScience Teachers
Ohtaka, 2008

Pedagogical principle competency
Basic practice competency

Skillful practice competency

Pedagogical research competency

Pure science research competency
It is vital for science teachers to balance these ﬁve corecompetencies while improving their competencies andcapabilities.

3. Practicalities of Teacher Training
Improving Science Teacher Capabilities
Types of teacher training in Japan
Selftraining
In-school
training

Specially established collective
training in the school
Training through work (OJT)
Training through an
educational
administrationorganization

TeacherTraining
Outsideof school
training

Private-sector trainingor training at a voluntaryorganization

Training at
professional schools
for teacher education
Source: “Teacher Training Guide 2018”, 2018, p3

National training
Prefectural andregional board ofeducation training
Municipal board ofeducation trainingTeacher training established by life stage
Representative case of teacher training conductedby prefectural board of education.

First year

Beginner training

Fifth year

5th year teacher training

10th year
15th year
20th year

10th year teacher training
Training based onteaching experience
20th year teacher training

25th year
30th year

Training according tofunction

Legaltraining
Headteacher incharge ofguidance
training
Head ofthe instruction
dapartment
training
Principal,
assistantprincipal
training

Long-term
training
Specialteachertraining

Professional
training on
subjectteaching,

Long-term
dispatchtraining to
privatecompanies etc.

student

guidance,etc.

Training on expert
knowledge and skills※The content of teacher training diﬀers somewhat by each prefecture.
Source: The Central Education Council

Outline of teacher training contents and method
Contents

In case of beginner training

Fundamental knowledge
Classroom administration
Subject teaching
Moral education
Special activities
Period for integrated study
Student guidance
Career guidance
etc.

MethodTransmission typefor example lectures, symposia etc.

Participatory typefor example workshops, poster

sessions etc.

Themed research typefor example case studies,demonstration lessons etc. etc.

Participatory typefor example practical training, tours,

Source: The Central Education Counciletc.

ﬁeld work etc.

Source: “Teacher Training Guide 2018”, 2018

Teacher Yʼs long-term (1 year) teacher training
through the national prefectural board of education(2001-2013)
Years ofExperience

Training Outside of School

Science Teacher
Training

First year

Beginner training (legal training)(28 times + volunteer activity training)

Themed research(10 times)

Fifth year

5th year teacher training(training based on teaching experience)(5 times＋societal experience training)

Youth science museum in
T city societal experience
training

7th yearSpecial teacher training at
X prefectural center (25 times)

Themed research(16 times)

10th year

10th year teacher training (legal training)(10times)

Themed research(6 times)

Special teacher trainingat X prefectural centerTraining objective

The special teacher training at the X prefecture educational
training center to nurture people who could take onleadership qualities at local schools and in other areas, and toraise the level of teaching material and leadership qualities,
through lesson plans.

Recruitment conditions

In principle, having a teaching experience of 5 years or more.

Number of training

16 times(science training)/25 times a year (once a week)

Number of training

Mainly the X Prefectural Education Center

Special Teacher Training in Science-themed Research Received
by Teacher Y at X Prefectural Education Center (ﬁscal 2007)Session

Time

Contents of Science Teacher Training1

mid April

Understanding and working toward solving the issues
for improving lessons

2late May

3

mid June

Analyzing in detail the policies for improving lessons,observing video of your class and lesson study

Report on the progress in improving lessons, detailed analysis of policies

5

early July

Decide on research theme for improving lessons,analyze and report on progress for improving lessons

6

mid July

The fruits of improvement based on this training, and announcement andconﬁrmation of the plan for themed research7

early August8late August

Progress in themed research, report on self-training during summer vacation,
literature survey for themed research

4late June9early September

11

late October

10

Report on the progress in improving lessons, detailed analysis of policies

Practice of trial class and lesson study

Report and analysis of progress in themed research

mid October

Creation and submission of (mid-term) report on this training

12

early November

13

Observe demonstration lessons and lesson study
by Trainee C (chemistry teacher)

mid November

Perform Teacher Yʼs demonstration lessons and lesson study

late November

Report and analysis of progress of themed research

14

Observe class by accomplished biology teacher

15

mid December

Observe demonstration lessons and lesson study
by Trainee B (biology teacher)

16

January

Finish themed research, create and submit report

4. Conclusion (1)Through three speciﬁc examples of unique themed
research, it is suggested that teachers can proactively
form and improve their competencies and capabilities.
The ﬁrst is when the teacher chooses his or her own
theme and forms the voluntary training in the school,outside of the school, and on their own.

The second is through various ways such as observing
video of your class, trial lessons, and demonstration
lessons, and each time the lesson study was conducted.

The third is when the trainer cooperatively works to picka theme for the research.

4. Conclusion(2)For teachers to maintain a constant spirit of curiosity
to promote their own learning, the most eﬀective
policy is for the teachers to actively take advantage of
research opportunities that explore science teacher
training, which helps them to proactively identify theissues and make improvements in the practicalaspects of education.

Reference
Tetsuo Hori (2004): One Page Portfolio Assessment, Science ‒ Footprints for Learning
Made under the Collaboration with Students and Teachers, Nihon hyoujun, pp.10-20.
The Central Education Council (2015): About the improvement of competencies andcapabilities of teachers who are responsible for school education in the future ‒toward building the teacher training community for mutual learning andencouragement (Report)
The National Institute for School Teachers and Staﬀ Development (2018): Teacher
Training Guide 2018 ‒ The Knowledge and Technique for Eﬀective Management.
Ministry of Education, Culture, Sports, Science and Technology: Beginner training,<http://www.mext.go.jp/a̲menu/shotou/kenshu/1244828.htm >(2019.1.30 access)
Ministry of Education, Culture, Sports, Science and Technology (2017): Junior HighSchool Teaching Guide for the Japanese Course of Study ‒ Science”.
The National Association for the Study of Educational Methods (NASEM) (2009): The
Research of Japanese Lesson (ﬁrst volume) ‒ The History of Lesson Research andTeacher Training, Gakushisha
Ohtaka Izumi (2018a): Competencies and Capabilities Required to Teachers and TheirLeaning, Ryuzaburo Kikuchi, Introductory Book for Teachers, Kyodoshuppan, pp67-84
Ohtaka Izumi (2008): What Do You Study at Graduate School of Education? ‒ Its
Originality and Advantage as Teacher Training, Teachers Training Course, vol. 34, the12 edition, Kyodoshuppan, pp.24-27
Teacher Y (2007): Teacher Yʼs Records for Teacher Training (2007) at X prefecturalcenter
X prefecture educational center (2007): Distributed materials at Teacher Training(2007)