イギリスにおける教員養成 : 問題の背景と現状

Initial Teacher Education and Training in England

ターナー デイヴィド

樋口 聡

学習開発学研究

Journal of Learning Science

[PISSN] 1883-8200

[NCID] AA1244667X

This paper examines the provision for preparing teachers in England, and looks at the balance between subject knowledge, pedagogical knowledge and practical experience in the classroom that is expected in order for a person to achieve qualified teacher status (QTS). The paper starts with an examination of the historical development of programmes of teacher preparation in order to trace the different emphasis placed on different aspects by politicians, universities and schools, and changes in the balance of those interests over time. The historical review ends with the vision set out in the James Report. The paper then looks at the various paths to QTS that are currently available and the general emphasis now placed on teaching as a practical skill, in contrast with the profession reflective practitioner envisaged by James. The paper ends with a summary of the different classroom roles that are now defined, in addition to the teacher, and the suggestion that the role of the teacher now needs to be critically reviewed and modernized.

Initial teacher education

Teacher qualification

Teacher licensing

England

教員養成

教員資格

教員免許

イギリス

教育 [ 370 ]

日本語

広島大学大学院教育学研究科学習開発学講座

Copyright (c) 2011 広島大学大学院教育学研究科学習開発学講座

[ISSN] 1883-8200

[NCID] AA1244667X