Science Teacher Education in Japan: Past, Present, and Future

Autor/in	Isozaki, Tetsuo
Titel	Science Teacher Education in Japan: Past, Present, and Future
Quelle	In: Asia-Pacific Science Education, 4 (2018), Artikel 10 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Isozaki, Tetsuo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2364-1177
DOI	10.1186/s41029-018-0027-2
Schlagwörter	Science Teachers; Secondary School Teachers; Science Instruction; Preservice Teacher Education; Inservice Teacher Education; Educational History; Futures (of Society); Conflict; Pedagogical Content Knowledge; Foreign Countries; Communities of Practice; Role; Faculty Development; Sociocultural Patterns; Japan + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehramtsstudiengang; Lehrerausbildung; Lehrerfortbildung; History of education; Bildungsgeschichte; Future; Society; Zukunft; Konflikt; Pädagogische Kompetenz; Ausland; Community; Rollen; Soziokulturelle Theorie
Abstract	The purpose of this paper is to describe the historical development of science teacher education in pre-service and in-service education in Japan with a focus on the systemic changes and teachers' professional learning culture. The characteristics of science teacher education generally are elucidated through an analysis of the system and professional culture across time in Japan. There is a conflict regarding the integration and balance between pedagogical and content knowledge across the world. The author identified this problem as a historical and socio-cultural "aporia" regarding the ideal model of secondary school science teachers. In the study's conclusion, the author argues, based on the historical and international perspectives, that we should not ignore science teachers' traditionally accumulated wisdom and expertise, and that it is critical to identify the role that the professional learning community plays role in aiding prospective teachers to become expert science teachers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01