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OCR for page 248
SOURCE:
-Prepared by Waseda University
-Focused on lower secondary and upper
secondary school in lapan
INTRODUCTION
In Japan, in order to become a teacher,
one must obtain a teacher's certificate by
completing the subjects in a university
course, in accordance with the provisions
of the Education Personnel Certification
Law. This paper describes the process by
which undergraduate students get a first
class certificate of mathematics as a way
to be a lower secondary and upper sec-
ondary school mathematics teacher.
Types of Ordinary Teacher
Certificate
As Table ~ shows, there is a
variety of certificates, according to the
degree students wall get and the school
level of certificate. In addition, there are
also several kinds of certificates for lower
or upper secondary school teachers by
subject areas in which prospective teach-
ers intend to specialize.
SOURCE:
Those who want to become a special
school teacher (for handicapped students)
also have to take units to be such a
teacher as well as units for getting the
ordinary teacher certificate.
What You Neecl to Be a
Mathematics Teacher
Students who want to be a math teacher
are suppose(1 to take the lessons (le-
scribe(1 below (see Table 21. There are
two kinds of lessons; the former consists
of subjects about mathematics anti the
latter of ones on kyoa~shok?~i, which are
subjects that students are to have before
they become a teacher.
(~) Subjects about mathematics.
Students have to take at least 20 units of
lecture on mathematics. For example, in
Wase(la University, they are to register
and pass several areas in mathematics
such as algebra, geometry, analysis,
statistics, anti computer.
~ Kyoushoku generally means the whole things of
working as a teacher in school as well as subjects in
university that students are to register and pass
before becoming a teacher.
OCR for page 249
TABLE 1 Types of Ordinary Teacher Certificate
Classification
Completion of
a Master's
Course
Completion of
an Undergraduate
Course
Completion of
a Junior College
Course
Elementary school
teachers
Lower secondary
school teachers
Upper secondary
school teachers
First-class certificate
First-class certificate
First-class certificate
Kinclergarten First-class certificate
teachers
Nursery school First-class certificate
teachers
First-class certificate
First-class certificate
First-class certificate
First-class certificate
First-class certificate
Seconcl-class certificate
Seconcl-class certificate
Seconcl-class certificate
TABLE 2 The Condition of Getting a Certificate in Wasecia University
Classification
First Class Advanced First Class Advanced
(lower) (lower) (upper) (upper)
Qualification of certificate
Number of units needed (at least)
Constitution
Physical education
Oral communication by foreign language
Operation of information technology
Subjects to get advanced certificate
Subjects on mathematics
Subjects on kyoushoku
Bachelor Master Bachelor Master
2
2
2
2
20
31
2
2
2
2
2
2
2
2
2
2
2
2
2A 2A
20 20 20
31 25 25
25
There are also subjects on mathematics and kyoushoku.
APPE N DIX
OCR for page 250
(2) Subjects on kyoushoku. If we take
Waseda University as an example, there
are many subjects on kyoushoku as
follows.
kyoushoku-gairon: This subject deals
with general things of kyoushok~, for
example, the value of school education,
the role of teacher, the essence of their
work, and so on.
· kyouiku-genri: In this subject, students
study the concept, history, and thought
of education, including social, institu-
tional, and managerial problems in
education.
· kyouiku-sinrigaku: This literally means
educational psychology. In this subject,
the theme is primarily focused on
developmental psychology and the
process of learning. In other words,
kyouiku-sinrigaku deals with the psy-
chological development of children and
how they learn a way of thinking as well
as respective knowledge.
· kyouiku-rinshouron: The theme of this
subject is the theory and method of
kyouiku-soudan2, including basic
elements of counseling.
· seitosidou-seikatusidouron: In this
subject, students are supposed to learn
the theory and method of matters about
moral discipline and consultation with
children about the selection of courses
for their future.
· su~gak~ka-kyouikubou3: This subject is
focused on the method of teaching
mathematics. Itinclu(lesgeneralan(1
fun(lamental matters such as the aim of
mathematics teaching, educational
value of substance, evaluation, anti so
2 Kyouiku-soudan is the entire things of counsel-
ing with children in school.
3 To be an upper secondary school mathematics
teacher, students need to take four units at least, but
those who want to be a lower secondary school
math teacher are required to take six units in total.
.
on. Through their topics, students are
expected to understand not only
mathematics well. They also have to
appreciate the tight"hierarchy" of
mathematics and the importance of
buil(ling (lesirable ability anti attitude
through teaching mathematics.
kyquiku-iia-shu~ kiso-enshuu: Those
who want to get a teacher's certificate
have to take this subject. It is composed
of a preliminary lecture and a reflection
about kyouiku-jisshuu. In the former,
students are supposed to learn the
value, substance, method, and general
things of kyouiku-jisshuu. In the latter,
they have to overview and evaluate
their experience by themselves.
· kyouiku-jisshuu: During kyouiku-jisshu
(usually for several weeks), they are to
have classes in schools and teach
mathematics practically as well as to
join homeroom anti club activities. To
prepare for the classes with the teacher
who is in charge, they have to make a
shidou-an (or kyou-an) with detailed
information and flow chart of the class.
They also nee(1 to write (town in a (1iary
notes on what happened anti what they
learne(1 or thought (luring kyouiku-
jisshuu. Then after it is over, they are
suppose(1 to han(1 in the notes to the
university they attend.
OVERVIEW
What follows are some typical com-
ments from students who took part in
kyouiku-jisshuu.
· There is a big (lifference between
knowing and understanding. I needed
to prepare myself for the classes I had
every day, so I was exhausted from
such work at the end of kyouiku-jisshuu.
Preparation is never perfect.
APPE N AX
OCR for page 251
bee ~ bee Dexlblll~ during class.
Was need ~ do Ulnas Tom
spiders polut of Hem
I Wok Me most l~or~nt ~~g is
bee ~ good rel~onshlp ~~ We
student. For example ~ memodze
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daises ~ ~D ~ persona reloans.
APPE ~ D1X
~ can summed Bar commend
Muon: ~ ~ Sue ~~ Bang
amber in school was very bade but ~
was also one of Be most exclaim e~ed-
ences Hey bad, so ~~ Hey cannot Cruet
Bout it.
Representative terms from entire chapter:
upper secondary
