ドミニカ共和国サントドミンゴ自治大学が行う教員養成の実態と課題 : 発展途上国の教員養成大学がもつ諸問題の解決に向けて

Pre-service Teacher Training at the Autonomous University of Santo Domingo, Dominican Republic : Solutions for Improving Teacher Colleges in Developing Countries

Okamura Miyuki

広島大学大学院教育学研究科紀要. 第三部, 教育人間科学関連領域

Bulletin of the Graduate School of Education, Hiroshima University. Part 3, Education and human science

This paper describes pre-service teacher training implemented in Dominican Republic, and discusses its challenges of improving the quality of pre-service teacher training in the context of developing countries. Among 25 universities in Dominican Republic, one national research university and one public pedagogic university train around 90 % of the school teachers in the country. The present study examines the former, the Autonomous University of Santo Domingo (UASD). The UASD was established in the 16th century, developed from the General Education Institute of Dominicanis with La Bula In Apostulatus Culmine issued in 1538 by the Pope at that time. The UASD gained the legal status of institutional autonomy in 1962. In spite of its long history as an educational organization, until the 1970’s the UASD did not train school teachers. Since drastic and widespread educational reforms in the 1990’s, the quality of school teachers has been one of the main challenges of higher education reform in Dominican Republic. During this process, the Faculty of Science Education (FCE) at the UASD has attempted to reform pre-service teacher training through the revision of its curriculum and enhancement of teaching knowledge and ability of FCE professors by implementing various Faculty Development (FD) activities. After explaining the conditions of pre-service teacher training implemented at the FCE, we discuss the challenges faced by the faculty.

developing countries

pre-service teacher education

curriculum

FD

Dominican Republic

発展途上国

教員養成

カリキュラム

ドミニカ共和国

Education [ 370 ]

jpn

広島大学大学院教育学研究科

[ISSN] 1346-5562

[NCID] AA11625039