著者

[名古屋大学附属図書館編]

出版者

[名古屋大学附属図書館]

巻号頁・発行日

1975

著者

名古屋大学情報文化学部 名古屋大学大学院人間情報学研究科

出版者

名古屋大学情報文化学部 : 名古屋大学大学院人間情報学研究科

巻号頁・発行日

1995

著者

名古屋大学教育学部附属高等学校 Slime mold Project

出版者

名古屋大学教育学部附属中・高等学校

雑誌

名古屋大学教育学部附属中高等学校紀要 (ISSN:03874761)

巻号頁・発行日

vol.56, pp.147-149, 2012-02-01

著者

名古屋大学精神医学教室内村松教授還暦記念会編

出版者

名古屋大学精神医学教室内村松教授還暦記念会

巻号頁・発行日

1960

著者

名古屋大学大学院国際開発研究科国際コミュニケーション専攻 [編]

出版者

名古屋大学大学院国際開発研究科国際コミュニケーション専攻

巻号頁・発行日

2004

著者

小口高著 名古屋大学太陽地球環境研究所編

出版者

名古屋大学太陽地球環境研究所

巻号頁・発行日

2010

著者

Nagoya University Library 名古屋大学附属図書館

巻号頁・発行日

2008-07-04

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南太平洋に浮かぶ島国 - ニュージーランド。豊かな自然をもつこの国の社会や政治、教育について調べてみましょう。

著者

Nagoya University Library 名古屋大学附属図書館

巻号頁・発行日

2005-10-07 (Released:2005-10-07)

著者

Nagoya University Library 名古屋大学附属図書館

巻号頁・発行日

2005-10-07 (Released:2005-10-07)

著者

今津 孝次郎 Imazu Kojiro 名古屋大学 Nagoya University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.43, pp.5-17, 1988-10-03

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This paper consists of two parts. The first part describes how the situation of teachers in Japan has changed from 1970's to 1980's. The second part points out what kinds of problems we have concerning the study of teachers. Firstly, the changing situation of teachers can be described from the following points of view: (1) educational expansion which was brought about by a high rate ecomomic growth; (2) pathological phenomena in education such as vandalism, bullying and delinquency which have been criticized by public opinion; (3) governmental educational policies which intend to improve the quality of teachers; (4) a political teacher union, though its menbership rate has been declining, which is against those educational policies; and (5) arguments with regard to teacher role and teacher evaluation. The changing situation demands us reconsider the concept of professionalism in teaching. Secondly, considering that teachers are facing the turning point, we can point out two major problems of the study of teachers. They are as follows: (1) The basic feature of the teaching profession is characterized by "marginality." It comes from a nature of teacher role, that is, the inconsistency between professional and bureaucratic-employee roles on the one hand, and the role of the stranger in the community on the other hand. This marginality is supposed to cause the role conflicts and the loneliness of teachers. (2) Teachers are learners because they have to acquire much more knowledge and skills, and change their attitude toward a new role in a world of rapid change. There are two phases in teacher education. They are pre-service training and in-service training and the latter is more important for teachers as life-long learners.

著者

潮木 守一 Ushiogi Morikazu 名古屋大学 Nagoya University

出版者

東洋館

雑誌

教育社会学研究 = The journal of educational sociology (ISSN:03873145)

巻号頁・発行日

vol.28, pp.78-90, 1973-10-15

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After the World War II, the teacher training system in Japan was reorganized and all of the higher education institutions including junior colleges were authorized to issue the centificate for teacher under the condition to claim students a few units for the professional studies of the principle of education and educational psychology, and a few weeks for teaching practice. This system is called "open system". Besides this open system, however, teacher training colleges still exist and have supplied most of teachers in the elementary schools and some in the lower secondary schools. This open system has been criticized mainly by governmental committees, for instance, Central Advisory Committee for Education and Advisory Committee for Teacher Training System, because of the overissue of teacher's certificates and the loose and less substantial training of teachers. Although Governmental Committees have tried several times to level up and to make strict the minimum standard of certification, these trials have always failed with the opposition of various interest groups including teacher's unions. They have insisted that those reforms should lead to increase of the governmental control over the higher education, to less opportunities for students of universities and colleges other than teacher training colleges to obtain certificates for teachers, and as a result to the revival of the normal school in the pre-war period, which had been under the strict governmental jurisdiction. The main problem seems to find how to coordinate the contradictory interests between teacher training college and other institutions of higher education by avoiding the governmental control over the higher education, especially over the teacher training colleges.