SEAMEO-University of Tsukuba Symposium VII
10 February, 2019

Competencies and Capability Developmentof Science Teacher in Japan’s Teacher Training―The System and Concrete Image of Teacher
Training for Science Teachers―
Yusuke ENDO, Ph.D & Yoko YAMAMOTO, Ph.D
( Faculty of Human Science, University of Tsukuba )Contents

1. Professional growth of teachers throughout
their careers
2. The competencies required science teachers
3. Institutional framework for science teacher
training
4. A concrete image of science teacher training
5. Conclusion

6. Reference2

1. Professional Growth of Teachers throughout TheirCareers■Establishment of an “Image of Teachers Who Continue Learning”“It is indispensable for teachers to continue learning with inquiry
competency in order to develop their practical teaching competency
throughout their careers and continuously renovate their knowledge andskills to meet rapid progress of the society.”(Report by the Central Council for Education, 2012)
Pre-service teacher education (at universities and graduate schools)
In-service teacher education (for beginning, mid-experienced, andexperienced teachers)Continuity of education from pre-service to in-service periods isnecessary for constant promotion of the professional growth ofteachers.
32. The competencies required science teachers
What competencies are required of science teachers?
① Pedagogical principle competency: Principle for education, a sense ofmission as a teacher, passion, etc.

② Basic practice competency: Basic competency to conduct educational
practices as an independent teacher③ Skillful practice competency: Competency to conduct advanced educational
practices as an experienced teacher④ Pedagogical research competency: Competency to conduct research

directly targeting themes of educational reality (research into effective teaching
and learning strategies, etc.)⑤ Pure science research competency: Competency to conduct research into
professional themes taught in lessons（Ohtaka, 2008）• Every one of these competencies is indispensable to desirable lesson
practices.
• What is important is balanced and integrated development of all thecompetencies through participation in teacher training programs.
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2. The competencies required science teachers• Individual training programs are not intended for development of all theabove competencies (1) - (5).
→ Points of emphasis differ depending on intentions, positioning,and targets of individual training programs.
(ex.) Training programs for beginning teachers (targeting teachers in theirfirst year of teaching) → emphasis is on (1) and (2).
…These competencies are not emphasized in trainings targeting
experienced teachers and teachers in administrative positions.
• Participants are expected to reflect on their individual teachingpractices, to know the degree of development of their own
competencies from a metaphysical viewpoint.
• Based on this knowledge, participants are expected to have avision of their future career as a teacher, and to choose andparticipate in training programs suitable for their own ambitions,in order to ensure professional growth as a teacher.

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3. Institutional framework for science teacher training

Figure 1 Types of Teacher Training in Japan(Source: National Institute for School Teachers and Staff Development’s, Teacher
Training Guide 2018, p.3)6

3. Institutional framework for science teacher training（１）Self-training…Voluntary training by individual teachers based on theirindividual themes.
(ex.) Daily review and brush-up of science lessons, research into
teaching materials, subscriptions to science education-related
journals and articles, participation in academic societies, study
meetings and circles, etc.

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3. Institutional framework for science teacher training（２）In-school training…Training programs planned and organized by all teachingmembers of a school, for the purpose of solving a problem
at the school.
（ⅰ）Specially established collective training in the school(ex.) Science lesson study conference (both in-school programsand those open to other schools)（ⅱ）Training through work: “On-the-Job Training(OJT)”

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3. Institutional framework for science teacher training（３）Outside of school training…Training programs implemented in a field outside the school（ⅰ）Training at an administrative organization(Responsible entity: the state, prefectural boards of education, local
boards of education)(ex.) ■ Mandatory training programs→ training programs for beginning teachers, and for teachers with 10 years’experience■ Training programs for teachers with respective years of experience→ training programs for teachers with five years’ experience, for teachers with20 years’ experience■ Training programs for specific functions→ training programs for student guidance supervisors, for principals and viceprincipals

93. Institutional framework for science teacher training（ⅱ）Private training or training at a voluntary organization(ex.) ■ “Chemistry experiment workshops” co-provided by Toho University
and the Chemical Society of Japan■ Workshops for safe science experiments provided by science teachingmaterial companies as a part of CSR activities, etc.

（ⅲ）Training at professional schools for teacher education○ “Professional Schools for Teacher Education”: Specialized graduate schoolsfor pre-service teacher education, a framework established in 2008 to train
highly-skilled professionals. After completing the course, which usuallytakes two years, a professional degree of “Master of Education” is granted.

(Others) “Training programs as a part of the teacher license
renewal system”

The science teacher training system in Japan is multilayered
and provides extremely abundant opportunities for training.9

4. A concrete image of science teacher training（１）Science lesson study

Figure 2 The Basic Structure of a Science Lesson Study Conference（Source: created based on Ohtaka, 2012; 6-7, Isozaki, 2014; 27-29）

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4. A concrete image of science teacher training
Preparation• Planning and examination of the science lesson plan, mainly by
the provider of the lesson to be demonstrated (demonstrationlesson).
* Science lesson plan → The plan includes the goal of the overall unit,
lesson schedule, positioning of the demonstration lesson, teachingmaterials, learning situations of the students, the goal of thedemonstration lesson, the teacher’s questions and the students’
expected answers, details of learning activities (including observations
and experiments), the guidance and assistance method, the methods
and viewpoints used in assessing learning by students, etc.

• Development of teaching materials (including how to conduct
observation and experiments)※The lesson provider may receive advice from colleagues
or university teachers.

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4. A concrete image of science teacher training
Demonstration lesson■ Lesson provider (Teacher) → Conducts a lesson based on aprepared lesson plan.
■ Participants → Observe the lesson with reference to thelesson plan distributed beforehand.
* In some cases, the lesson provider or colleagues record thelesson scene on video.

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4. A concrete image of science teacher training
Study meeting• Explanation of the lesson study concept (by head of teacher ofscience department)• Explanation of the aim of the lesson, points of emphasis, review, etc.
(by the lesson provider)• Discussion (by all participants)○ Open exchanges of questions and answers between the participants andthe lesson provider about preparation of teaching materials (materials,time required, etc.), lesson development, etc.
○Group discussions → Presentations by the respective group representatives
and sharing what was discussed• Comments and advice (by university teachers and supervisors) on the lesson* Sometimes a formal or informal review meeting or convivial gathering is held
after the study meeting, though these have become rarer in recent years.
144. A concrete image of science teacher training（２）Training courses for science teachers as a part of the teacherlicense renewal system○ “The teacher license renewal system”
・Started in 2009.
・The period of validity of a teacher’s license was limited to 10 years. Participationin and completion of training courses for license renewal, of 30 hours or more,
have become mandatory before license renewal.
→・The training courses are provided by universities or their equivalents
certified by the Ministry of Education, Culture, Sports, Science andTechnology.
・The training courses consist of “compulsory areas (6 hours or over),”“elective compulsory areas (6 hours or over)” and “elective areas (18 hoursor over).” Most of the training courses relevant to science are included in theelective areas.

In the fiscal year 2018, the number of training courses in the electiveareas provided by the University of Tsukuba totaled 100.
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4. A concrete image of science teacher training
Table 1 Example of Science Related Teacher License Renewal Training at University of Tsukuba in 2018 Fiscal YearTraining nameA lesson for children who like science
Understanding radiation ~The basics and principles of radiation~
Bouncy ball lecture
Energy sources and new technology

Technology that supports AI and Big Data
Playful experiments, interesting work
Discovered! Mt. Tsukuba area geopark
Talking about rice plants and rice
Moving earth ~earthquakes・tsunami・eruptions・landslides~
The Satoyama expedition
Aiming for durable and delicious vegetables ~Field trip to the Institute for Horticultural Plant Breeding~Outdoor observations at a museum park ~Let’s look up the names of the nearby plants and moss~
Animal observations ~Observing daphnia and a story about bears~

University affiliated elementary school training
University affiliated middle school training
University affiliated high school training
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4. A concrete image of science teacher training
Table 1 Example of Science Related Teacher License Renewal Training at University of Tsukuba in 2018 Fiscal Year

Training nameA lesson for children who like science
Understanding radiation ~The basics and principles of radiation~
Bouncy ball lecture
Energy sources and new technology

Technology that supports AI and Big Data
Playful experiments, interesting workThetraining
coursesdeal with a variety of themes,
Discovered!
Mt. Tsukuba area
geopark
Talking about rice plants
rice organizing science lessons, teaching
includingtipsandfor
Moving earth ~earthquakes・tsunami・eruptions・landslides~
methods,
development of teaching materials, observations
The Satoyama expedition
andexperiments
and fieldworks,
thelatest Plant
scientific
Aiming fordurable and delicious vegetables~Field trip to the Institutefor Horticultural
Breeding~
Outdoor observations
a museum parkexercises~Let’s look up theof the nearbyschools.
plants and moss~
research,andatpracticalatnamesaffiliatedAnimal observations ~Observing daphnia and a story about bears~

University affiliated elementary school training
University affiliated middle school training
University affiliated high school training
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4. A concrete image of science teacher training
Course title: “A lesson for children who like science”→ Based on international comparison surveys, the problems of Japanese
students in academic ability in science, points to note in the newscience curriculums, points of view in lesson planning based on thelatest teaching and learning theories, evaluation methods to assesslearning outcomes in science, etc. are explained.

• Teachers from different types of schools and with different
experiences participate in the same training courses.
→ ○ Through exchanges of opinions, participants rethink education
practices with fresh eyes, which may lead to new discoveries.
(Participants)△ In order to meet the needs of diverse participants, there may be
conflicts in choosing case examples from various types of schools,
and in deciding which age group should be most focused upon.
(Instructors)

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5. Conclusion• The training system for teachers in Japan is highly multilayered
and provides abundant training opportunities, including forscience teachers.
→ It is important for teachers to examine and choose training
programs to participate in, taking into account their respective
level of competency along with the competency level requiredat their respective stage of life.
• While teachers in Japan show strong willingness to participate intraining programs, their busy work schedules impose a major
barrier, hampering them from doing so.
→ In addition to efforts to improve training programs in terms ofopportunities and contents, active discussions are expected on
the issue of creating an environment where teachers canparticipate in those programs with ease, and the issue of work
style reforms, an item of heated debate among teachers.

186. Reference•
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•
••
•

•
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The Central Education Council (2015): About the improvement of qualification and ability ofteachers who are responsible for school education in the future – toward building the teacher
training community for mutual learning and encouragement (Report).
The Central Education Council (2012): About the comprehensive improvement measure ofteacher’s qualification and ability throughout his/her professional life (Report).
The National Institute for School Teachers and Staff Development (2018): Teacher Training Guide
2018 – The Knowledge and Technique for Effective Management.
Tetsuo Isozaki (2014): “Theory of Education for Science Teachers” by Tetsuo Isozaki, Teacher
Training Vol.15 – For Science Education at Middle Schools, Kyodoshuppan, pp.7-31.
The National Institute for Educational Policy Research (2015): International Comparison ofTeaching Environment, OECD Teaching and Learning International Survey (TALIS), The survey
report for 2013, Akashishoten.
The National Association for the Study of Educational methods (NASEM) (2009): Lesson Study inJapan (first volume) – The History of Lesson Study and Teacher Training, Gakushisha
Ohtaka Izumi (2012): “Development of the Professional Competency of Science Teachers
through Lesson Study”, 4 East Asian Nations International Conference on Improving Mathematics
and Science Teachers’ Teaching Competency by Lesson Study - A critical analysis of lessons for
improving students’ PISA Mathematical and Scientific Literacy- The Collection of The International
Symposium Research Papers, pp.1-23.
Ohtaka Izumi (2008): “What Do You Study at Graduate School of Education? – Its Originality andAdvantage as Teacher Training”, Teachers Training Course, vol.34, No.12, Kyodoshuppan, pp.2427.
Ohyama Mitsuharu (2014): “Evaluation of Teacher Training Programs for Teaching Skills inScience”, Journal of Research in Science Education, vol.54, No.3, pp.307-316.
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SEAMEO-University of Tsukuba Symposium VII
10 February, 2019

Competencies and Capability Developmentof Science Teacher in Japan’s Teacher Training―The System and Concrete Image of Teacher
Training for Science Teachers―
Yusuke ENDO, Ph.D & Yoko YAMAMOTO, Ph.D( Faculty of Human Science, University of Tsukuba )