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Home > Policy > White Paper, Notice, Announcement > White Paper > JAPANESE GOVERMENT POLICICIES IN EDUCATION, SCIENCE AND CULTURE 1994 > PART II Chapter 3 Section 10 3

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PART II Recent Trends and Developments in Government Policies in Education, Science and Culture
Chapter 3. Enhancing Primary and Secondary Education
Section 10. Providing High-Caliber Teachers
3. Enhancing In-Service Training


The qualities and abilities appropriate to the professional responsibilities of teachers are not acquired at the initial training stage alone but must be enhanced gradually during a teacher's career. Teachers must therefore be motivated toward self-education and are required to undergo continual training.

The central and prefectural governments, municipalities, and individual schools provide a variety of in-service training opportunities, including induction training for beginning teachers. Programs implemented directly by the central government include training seminars for teaching personnel. These programs target principals, deputy principals, and mid-career teachers and are designed to foster people with the ability to play leadership roles at the prefectural level. The central government is also working to enhance the programs offered by prefectures by providing subsidies.


(1) Induction Training for Beginning Teachers

In fiscal 1994 approximately 18,000 newly appointed teachers at national and local elementary schools, lower and upper secondary schools, and special education schools underwent induction training for beginning teachers. For a period of one year from their date of appointment, new teachers follow a systematic program of practical training in the following areas while engaging in teaching and other educational activities. This training is provided both in schools and outside.


1. In-school training (approximately two days a week, at least 60 days a year):

New teachers are provided with individual guidance, taking into account their special characteristics. This work is carried out primarily by advising teachers, with the cooperation of other teachers. Training covers the entire spectrum of a teacher's work, including aspects that relate directly to children, such as instruction, class management, understanding children, and student guidance, as well as extracurricular club activities instruction, the preparation and administration of records, and the management of physical education equipment.


2. Out-of-school training (approximately one day a week, at least 30 days a year):

Lectures, seminars, and skill practice are provided at education centers and other facilities. In addition, teachers engage in various hands-on activities, such as visits to other types of schools and social education facilities and participation in social-service activities, company activities, and outdoor activities ( Table II.3.6 ). Out-of-school training also includes residential workshops (about five days) during the summer vacation or other extended vacation periods.

In addition, the Ministry of Education, Science and Culture provides training cruises for 2,400 beginning teachers (six groups) recommended by boards of education at the prefectural and designated-city levels. The purpose of this program is to encourage communication among teachers in different regions and different types of schools and to foster a sense of mission in teachers.


(2) In-Service Training After the Induction Training Period

It is necessary to develop a structured system of in-service training so that all teachers can undergo training at appropriate times in accordance with their teaching experience and professional abilities.

Boards of education in prefectures and designated cities provide training for experienced teachers. These programs are gradually being expanded by means of subsidies from the national treasury. This kind of training was traditionally provided for teachers with about 5 years' experience, but since fiscal 1993 it has also been provided throughout Japan to teachers with 10 or 20 years' experience.

In addition, large numbers of in-service teachers are sent to universities, research institutes, private-sector companies, and other organizations on long-term training assignments designed to improve their expertise and broaden their social experience. In addition, recognized courses under the Educational Personnel Certification Law are being introduced with the cooperation of prefectural boards of education and universities to enable teachers holding second-class teaching certificates to acquire first-class teaching certificates.


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