The School of Education aims to train people who can tackle a variety of challenges in school education proactively and with great expertise.
In the School of Education, we have two courses. The Primary Education Course trains teachers for elementary schools, special education schools and kindergartens. The Secondary Education Course trains teachers for middle schools and high schools. Each of the two courses aims to help teaches learners cross-disciplinarily and systematically gain expertise in their subject or field, deepen their expert understanding of how learners grow and study, and contribute broadly to the development of society by cultivating teachers with the skills to work together with the community.
Message from the dean｜Overview of the School of Education
In April 2016, the Faculty of Education and Regional Studies began a new life as the School of Education with the goal of training teachers to provide a school education that was reflective of societal changes. With its Teacher Education Programs comprised of a “primary education course” and “secondary education course,” it is a small but unique and highly energized faculty. Throughout its 67-year history, the faculty has been consistent in providing the community with a great number of educators, public officials and business people.
The School of Education’s mission is to leverage the results of its interdisciplinary and comprehensive research in educational science to contribute to the development of wider society. To this end, its objective is to train school teachers who have acquired both expertise and hands-on practical ability. The focuses of its curriculum include the formation of cross-curricular perspectives, the cultivation of organizational and practical skills for independent and co-operative study, the development of expertise and practical skills for special needs education, ICT education, and the development of skills required by the introduction of English as a formal subject in elementary schools. In particular, a lot of effort is put into the formation of an independent attitude to learning as well as the cultivation of practical problem-solving skills. For example, in our “Life Partner” work, students can understand the reality and difficulties of inclusive education at an actual school, and through our “Investigation Network” we provide them with an opportunity to experience what it means to work with schools and people from the community as part of a “team school”. Our training of core science teachers who perform a central role in local science education, and the E&C Gallery activities that promote pro-active management skills for students of art, are a chance for students to engage in intergenerational exchange with in-service teachers and experts. We have also provided more opportunity for students to study abroad in English-speaking and German-speaking countries.
From now on, schools will require postgraduates who combine a high level of expertise with practical skills and are able to take the initiative, and co-operate with others, to root out and solve issues. The Graduate School of Education comprises two specialisms, the Professional Graduate School and School Education. School Education is composed of four courses: Elementary Education Course, Humanities and Social Education Course, Science and Mathematics, Living Environment Studied Education Course, and Art and Sports Education Course, and its students can acquire a high level of expertise as well as tackle practical problem-solving issues at an actual school. There are three courses in the Professional Graduate School: Division for Professional Development of Teachers, Division for Coordination of Professional Learning Communities, and Division for Management of School Reconstruction. The method of using actual schools as bases for postgraduate practical training and research has come to be known ‘as the “Fukui Method” and has drawn attention from around the country. For those of you who care about the issues faced by educators and schools, and wish to acquire expertise and practical skills as a teacher, please include the graduate school in your considerations.
Furthermore, the faculty’s Affiliated Schools (kindergarten, elementary school, junior high school, and special school), are further education and research partnerships that provide bases for teacher development in the community. In addition, our affiliated centers for educational practice and natural education are deeply involved in the education and research activities of the faculty and graduate school and give great meaning to the studies and practical work of our students.
All staff of the School of Education and the Faculty of Education and Regional Studies will work as one to support your individual development so that you, with your concern for developments in Japan and the world, may uncover issues in the community and in school education and cultivate the ability to tackle them.
Asako ISHII BARKMAN
Dean of the School of Education