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

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.