Public Disclosure of Information on the Status of Teacher Training
Matters concerning the objectives of teacher training and the plans for achieving those objectives
Goals for Teacher Training and Plans for Achieving Those Goals
The Faculty of Education at Kochi University aims to cultivate high-quality teachers. In particular, it focuses on teacher training programs that contribute to academic achievement, such as character education—including moral education and special needs education, which are key educational challenges in Kochi Prefecture—as well as English education tailored to globalization and science and technology education designed to enhance proficiency in science, mathematics, and technology. Additionally, the faculty places great importance on training educators and childcare professionals involved in early childhood education based on physical education, music, and art.
To achieve this, the Faculty of Education has established an Academic Affairs Committee and a Practicum Committee to implement and improve teacher training programs, while the Student Support Committee provides active career support.
Information regarding the organization and number of faculty members involved in teacher training, the academic degrees and achievements of each faculty member, and the courses taught by each faculty member
Syllabus
Matters concerning courses related to teacher training, the methods and content of instruction for each course, and the annual curriculum
Courses Related to Teacher Training [Undergraduate]
Syllabus
Information regarding graduates' acquisition of teaching licenses
Information regarding graduates' employment as teachers
Matters related to initiatives aimed at improving the quality of teacher training
Initiatives to Improve the Quality of Teacher Training
A distinctive feature of this program is its integrated approach to training teachers for elementary and junior high schools (or special needs schools). Through four years of continuous practicum-based coursework, students interact with children, school staff, and community members, thereby acquiring the communication skills and practical teaching abilities necessary for a career in education.
In the first-year required courses, students participate in “Friendship” (practicum) activities to interact with children, helping them identify their own areas for improvement and clarify their vision of what it means to be a teacher.
In the second-year elective-required courses, students regularly participate in community events and classroom support activities throughout the year to develop a concrete vision of the type of teacher they aspire to become.
In the third- and fourth-year required courses, students engage in teaching practicums focused on subject instruction to develop practical teaching skills and examine research topics related to school education.
Publication of Information on Teacher Training
[University-wide Teacher Education / Graduate School of Integrated Human and Natural Sciences]
Matters concerning the objectives of teacher training and the plans for achieving those objectives
Goals for Teacher Training and Plans to Achieve Them
Through its four-year integrated program, Kochi University’s teacher training curriculum aims to develop teachers with the following competencies.
The Ideal Teacher Profile Sought by Our University
① Being an educational expert (instructional skills in subject areas, understanding of children, classroom management skills, etc.)
② Possessing a rich humanity (diverse experiences and knowledge, interpersonal skills)
③ Possessing a sense of mission and pride in the teaching profession (sense of mission and responsibility)
To achieve this, we have established the Center for Teacher Education, which oversees the university’s teacher training functions. The Center plans, implements, and improves teacher practicums, practical teaching exercises, caregiving experiences, other teacher training courses, and career support services.
Furthermore, under the University-wide Education Organization Council, we have established the University-wide Teacher Education Committee, composed of faculty representatives from each faculty. This committee oversees the operation of the teacher education curriculum while fostering collaboration among faculties and departments to implement and improve the program.
Information regarding the organization and number of faculty members involved in teacher training, the academic degrees and achievements of each faculty member, and the courses taught by each faculty member
Syllabus
Matters concerning courses related to teacher training, the methods and content of instruction for each course, and the annual curriculum
Courses Related to Teacher Training [Undergraduate]
Courses Related to Teacher Training [Graduate School]
Syllabus
Information regarding graduates' acquisition of teaching licenses
Information regarding graduates' employment as teachers
Matters related to initiatives aimed at improving the quality of teacher training
Initiatives to Improve the Quality of Teacher Training
Led by the Teacher Development Unit of the Center for Teacher Education, we formulate evaluation and improvement plans for the teacher training curriculum. Based on discussions within the Teacher Education Course Improvement Committee—composed of representatives from each faculty—and the University-wide Teacher Education Committee, we are working to implement a teacher training curriculum that meets the demands of the times.
Specifically, we implement high-quality teacher training with the following points in mind.
1. Realizing Teacher Education That Spans the Four Years from Enrollment
Using the “Teacher Training Program Handbook,” which covers everything from course enrollment after admission to the teacher certification exams, we enable students to visualize the flow of their learning over the four years starting from enrollment and build their knowledge systematically. At the same time, by making students aware of employment prospects at an early stage, we help them plan for their future after graduation.
2. Pre- and Post-Activity Guidance for Care Experience and Teaching Practicum through Interactive and Student-Centered Learning
We will devise methods to ensure that each student firmly internalizes their experiences from care experience and teaching practicum as part of their own learning. Pre-activity guidance will focus on setting personal learning goals, while post-activity guidance will ensure thorough reflection. By incorporating group work into these activities, we will foster diverse interactions among students while providing interactive and student-centered learning.
In addition, we implement initiatives that emphasize experiential learning outside of classroom instruction, such as interactions with practicing teachers and gaining an understanding of the school environment.