敎員養成制度에 關한 比較的 考察 : 主로 日本의 敎員養成制度에 關하여 = A Comparative Study on Japanese Teacher Education

다국어 초록 (Multilingual Abstract)

A. Background of The Report
Purpose of the study
Now-a-days Korean education is confronted with many urgent problems to be solved; for example, the increasing number of stagnation of the college entrance examination, the and overflowing newly trained teachers to be appointed though there are no seats for them, etc..
The present report is prepared to provide some materials in helping solve such problems.
Method used by the study
The method used by the study is as shown in the title for it is thought that it will give us good suggestions needed in solving the problems concerned.
Scope of the study and Limitations
I chose Japanese teacher education as the subject to be compared with that of Korea, because its formal organization is much similar to that Korea.
But the teacher education is not a system that is segregated from the socio-cultural and general educational backgrounds, and in this context, I have tried to speculate all about these backgrounds at the same time. However, it was too hard to investigate all about them in this small report and it overreaches my ability, so I confined it to viewing them merely from the educational standpoint.
Structure of the report
The following chapter resents some important informations related to the problems of teacher education and obtained by my analysis and conclusions.
Chapter Ⅱ analyses Japanese education in general and socio-cultural aspects as the backgrounds of the teacher education based on some results of the public opinion research, concerning education for their children, conducted by NHK and Japanese government. Chapter Ⅲ appraises Japanese educational investment comparing with that of some other advanced countries in the past and today. Chapter Ⅳ provides the panoramic view of Japanese teacher education and its problems and their suggestions. The final chapter suggests the strategies that we have take to solve our present problems of teacher education and improve our educational problems in general.
B. Conclusions and Suggestions
1. It is needed to set up a regular educational council or committee of evaluation on education in the Ministry of Education as a consultative body that regulates the educational policy decision.
2. To upgrade the level of teacher education and to provide the equal educational opportunity the course of elementary teacher education must be leveled up to four year college which includes both two year and four year courses, which have flexibility of shifting from one course to another so that students can choose one of them according to their economical situations.
3. The institution of teacher education has to consist of a course for teacher education, a general college course, and a course for majoring in arts and physical education, and a half-timer's college.
One of the reasons is to utilize fully and economically the facilities and personnel resources in order to improve the problem of stagnation of college entrance examination, and to make it possible to control the number of students for the teacher taining course by demand without any threat of existence of the institution as has been. Another reason is to teach arts and physical education, even in the elementary school level, which needs now-a-days more skillfull teachers and two years multiplied course for teacher training as present is insufficient to meet the need. Above all teacher training is also an education and the institution has this general and original function as the other school, so the present institation must be reorganized to strengthen and fulfill such original function of the institution.
4. Get rid of teacher trainig course at general four year college. Considering the importance of the teaching profession, teacher training must be programmed and controled carefully by the government, specially in such country as Korea where the foundation of nation has to be consolidated and newly trained teachers are overflowing. And the students' motive for taking the course at general colleges might be vague and suspicious.
5. One year of internship for teacher candidates is preferable. This system will provide us with such merits as upgrading newly appointed teachers quality and desterilize the unemployed newly trained teachers despite the practical shortage of teachers' hands in the field because of the increasing number of female teachers granted childbirth leave of absence and the occasional absent teachers by accident and for those who are out of school for short or long termed official tour.
6. Problem of growing number of old aged teachers must be investigated. For there must be something different between young dynamic teachers and old lethargy teachers in their influence on shaping child's personality.
7. If the institution of teacher education is reformed as thus suggested above, the ROTC might be adapted instead of RNTC, and all of the regular teacher candidates may be given the privilege of short termed frontline military service instead of the reserve. One of the reasons is that this suggestion is to let teacher candidates do their best in preparing themselves as future teacher needed to their country, and the other is to let them not avoid their duty of military service composed equally to every young male of this nation.

목차 (Table of Contents)

• Ⅰ. 序 章
• Ⅱ. 日本의 敎育과 社會·文化
• Ⅲ. 敎育投資
• Ⅳ. 日本의 敎員養成制度
• Ⅴ. 우리의 當面課題와 그 解決을 爲한 提言