著者

久恒 拓也

出版者

教育史学会

雑誌

日本の教育史学 : 教育史学会紀要 (ISSN:03868982)

巻号頁・発行日

vol.57, pp.71-83, 2014-10-01

---

This paper examines how teacher training in the university, one of two major principles supporting teacher training in postwar Japan, was accomplished after the inception of the new educational system, through the example of the Tohoku University Department of Education. The education department, an organization without parallel nationwide, was born out of the subsumption of normal schools that were the vehicle for compulsory school teacher training in the prewar imperial university education system. However, from the context of the postwar reform period, the very concept of the university became the ideal place for teacher training as it would eliminate the abuses perpetrated in the normal schools of the imperial education system. If the important change brought about by the teacher training in the university was an the establishment of university graduation as an elementary school teacher qualification, it is necessary to investigate how the education system was transformed by the inception of the new education system. First, this paper analyzes the standard expected of university instructors over teacher training at Tohoku University, by considering reports of the university chartering committee screening of individual instructors. Second, this paper describes the teacher training system of Tohoku University through an analysis of instructors and specific educational content of teacher training. This paper provides the following conclusions. First, immediately after the establishment of the Department of Education at Tohoku University, it appears that many faculty over teacher training were brought in from Miyagi Normal School, and that Tohoku University professors were unable to satisfactorily compensate for the lowere standards of the incoming normal school instructors. Second, this paper reveals the limitations of the cooperative system of Miyagi Normal School and Tohoku Imperial University with their disparate standards of university education and elementary teacher training, particularly when compared to the new system where Education Department students are able to take courses in other departments, courses themselves supported by high level research.