著者

大前 暁政 Akimasa OMAE 京都文教大学臨床心理学部教育福祉心理学科 Kyoto Bunkyo University Department of Psychology for Child Education and Community Faculty of Clinical Psychology

出版者

京都文教大学

雑誌

臨床心理学部研究報告 = Reports from the Faculty of Clinical Psychology, Kyoto Bunkyo University (ISSN:18843751)

巻号頁・発行日

vol.6, pp.55-72, 2014-03-31

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This research clarifies the problems of present-day teacher training courses by comparing them with a past teacher training courses. The contents of the curriculum for conquering the problems are also proposed. Postwar primary teacher training courses have changed a great deal after World War II. In the previous Normal School in 1949, students were given the knowledge and skills required in the field of elementary school. On the other hand, in primary teacher training courses after World War II, students started studying pedagogy and liberal arts. It is necessary to examine teacher training courses of the new era, which have efficient combined the best of both types of teacher training courses. To ensure that students gain practical teaching skills in universities in particular, universities should make clear the knowledge and skills that should be taught clearly. This paper showed the knowledge and skills required in the field of elementary school. The knowledge and skills required in the field of elementary school were divided into the following four categories: "technology of a lesson," "class management" and "correspondence to a child," and "others." In teacher training colleges, it is becoming important to consider curriculums that enable students to gain "practical teaching skills." This research was able to show the directivity for an improvement of the contents of teacher training curriculum.