著者

隼瀬 悠里

出版者

日本教師教育学会

雑誌

日本教師教育学会年報 (ISSN:13437186)

巻号頁・発行日

vol.19, pp.123-132, 2010-09-25 (Released:2020-12-22)

参考文献数

12

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In Japan, an expansion of teacher education from Bachelor's level to Master's level is planned. Finland has around 30 years of experience providing Master's level teacher education and thus it is meaningful to examine the country's curriculum. Moreover, Finnish teacher education is “research-based” education. The aim of this study is to examine the theoretical landscape of Finnish teacher education and to analyze the curriculum. Since 1979, both primary and secondary school teachers in Finland have been educated at universities, attaining the qualification of a Master's degree.  Since then, the research activity of teachers has been emphasized in the curriculum. The aim of Finnish teacher education is to educate future teachers who have an inquiring attitude and can develop their work independently. Such education is characterized as “research-based teacher education” by some Finnish researchers. This paper identifies some features of research-based teacher education through examining the researchers' papers. The biggest feature is the close integration of theory and practice. To connect theory and practice, the notion of two levels of teacher education(basic level and general level)and the notion of two-fold practice(practice of teaching and practice of research)in teacher education are introduced. Pedagogical thinking is required of the student teachers, as is their ability to use and produce research to develop their work on the curriculum. How is the curriculum of research-based teacher education constructed? This paper analyzes the curriculum of the Department of Teacher Education in the Faculty of Education of Jyväskylä University as an example of research-based teacher education.

著者

隼瀬 悠里

出版者

京都大学大学院教育学研究科

雑誌

京都大学大学院教育学研究科紀要 (ISSN:13452142)

巻号頁・発行日

vol.57, pp.615-625, 2011-04-25

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Expanding the period of teacher education from a Bachelor’s degree to a Master’s degree is now being planned in Japan. Teacher education in Finland is famous for the requirement of a Master’s degree not only for secondary school teachers, but also for elementary school teachers. This tradition was started more than 30 years ago. Furthermore, Finnish teacher education is called “research-based” teacher education; the teaching practice is also seen as an opportunity to practice research. We must know why such features of Finnish teacher education have occurred because teacher education is based on the contexts of one’s own country. To explore the contexts of Finnish teacher education is the purpose of this paper. Especially, it focuses on the 1970s because many educational reforms took place in Finland at that time. A Master’s degree is considered as the basic degree of graduation from universities because of the reform in higher education. One reason for this is that Finnish higher education had been infl uenced by the German Democratic Republic. The discipline of education in Finland has been developed with teacher education, so didactics is the most important sub discipline of education there. This is why teacher education in Finland has a “research-based” character.