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‘Admission Policy of the Graduate School of Teacher Education
(Department of Educational Leadership, Graduate School of Education)
The Department of Educational Leadership aims to cultivate teachers for leadership (school leaders) who play core roles in their schoolsf organizational engagement with current educational issues and work together with other staff, parents and guardians, the local community, and experts in seeking solutions thereto. We welcome the following applicants for admission:
(1) In-service teachers who possess a wealth of practical ability underpinned by experience, and who aspire to become school leaders;
(2) Working adults and university graduating students who possess fundamental practical ability and strong ambition and who aspire to become school leaders.
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‘Educational Objectives
The Graduate School of Teacher Education trains teachers with high-level professional skills and a robust humanitarian outlook who can respond appropriately to social change and societal needs as they work collaboratively towards solutions to the range of educational issues facing schools today.
(1) Types of teachers produced
- New teachers who can make important contributions to the development of the schools that employ them
- Teachers who can assume leadership roles in their schools and local communities
(2) Abilities fostered
- Flexible practice: a reflective approach to practical issues through collaborative action
- Creative reform: constructive involvement in school development and classroom activity
- Integration of theory and practice: the facilitation of interplay between theoretical and practical approaches
- Leadership: the exercise of initiative in addressing the challenges of school education
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‘Curricular Features
Features of the Curriculum
The curriculum is organized around the following principles of gproductionh of educational activity.
- Provision of programs through which students can actually experience the cycle of production and collaboration within and around schools ([re-]identification of issues | development | operation | review and evaluation);
- Extensive use of fieldwork, workshops, role-playing, case studies, case conferences, career counseling, and other active modes of learning.
Standard Duration
- The standard period for completion of the degree is two years.
- In-service teachers who enroll in the One-Year Study Program may be authorized to complete the degree in one year.
Requirements for Completion
To complete the degree program, students must be enrolled for at least two years full-time, have earned a total of 46 credit hours: 20 in General Subjects, 4 in Type A Elective Subjects, 6 in Type B Elective Subjects, 6 in Research Subjects, and 10 in Practical Subjects.
*Students are not required to submit a masterfs thesis separate to the credit requirements listed above.
Class Times
Classes in the Graduate School of Teacher Education are scheduled in the times listed below. As a rule, classes are held Monday through Friday, but some Research Subjects and Practical Subjects may be held on an intensive basis in the summer session between semesters or at other times.
| 1st period |
08: 50|10:20 |
| 2nd period |
10: 30|12:00 |
| 3rd period |
12: 50|14:20 |
| 4th period |
14: 30|16:00 |
| 5th period |
16: 10|17:40 |
| 6th period |
18: 00|19:30 |
| 7th period |
19: 40|21:10 |
- Classes are offered in both the daytime and the evening, but Practical Subjects are scheduled only in the 1st to 5th periods. As a result, it is not possible to complete the program by taking evening classes alone.
- Classes employ active teaching styles, not only conventional lecturing.
- Practical training in schools is operated in association with the Research Subjects.
- Provision is made where necessary for shared learning opportunities among new college graduates and in-service teachers.
Course Requirements
(1) Courses are offered in four categories: General Subjects, Elective Subjects, Research Subjects, and Practical Subjects. Students choose which subjects to take, and when to take them, in accordance with course registration models and under the guidance of their supervisors.
| General Subjects |
(all 7 subjects required) |
20 credit hours |
| Elective Subjects |
Type A Elective Subjects (2 subjects must be taken from among the 6 offered) |
4 credit hours |
| Type B Elective Subjects (3 subjects must be taken from among the 10 offered) |
6 credit hours |
| Research Subjects |
Project Research (I, II, and III) (all required) |
6 credit hours |
| Practical Subjects |
Fieldwork: Issue Identification (required) |
7 credit hours |
| Fieldwork: Issue Resolution (required) |
3 credit hours |
| Total |
46 credit hours |
(2) Special study arrangements for in-service teachers
- Teachers study full-time for the first year of the standard two-year program, earning as many credit hours as possible towards the 46 credit hours required for completion.
- In the second year, teachers return to work at their schools, earning the remaining credit hours by attending evening classes, etc.
Maximum Registered Credit Hours
The maximum number of credit hours for which a student can register in one year is 37.
Subjects
The four subject categories are profiled below.
General Subjects
This cluster comprises unique subjects providing a representative overview of material in each disciplinary area. Subject content has been configured to help future school leaders demonstrate leadership attributes across a wide range of fields.
Elective Subjects
Building on the solid foundation provided by General Subjects, the broad spectrum of Elective Subjects responds to studentsf needs in terms of interests, concerns, and professional outlooks. Subjects in this category are divided into Type A Elective Subjects and Type B Elective Subjects.
Type A comprises subjects on educational issues arising in the process of social change.
Type B comprises subjects on school educational issues of a universal nature that require ongoing improvement.
Research Subjects
Using the material in General and Elective Subjects as a base, in these subjects, students select a topic in accordance with their own awareness of problems in the teaching profession, then seek to address it through practice in schools. Research Subjects will help students develop their own specialties as teachers and inspire their teaching careers.
Practical Subjects
These subjects use robust linkage with partner schools (including university-affiliated schools) to provide integrated experience of and reflection on educational activity and all other aspects of work practice in schools, including school administration, class management, extracurricular guidance, career counseling, and the role of the teacher. Students are divided into new college graduates and in-service teachers, with subject content tailored to the experiential and investigative requirements of each group.
Program Type
Although this department is in the Graduate School of Education, it is not a masterfs course under the Standards for the Establishment of Graduate Schools but rather a Teaching Profession Course established pursuant to the Standards for the Establishment of Professional Graduate Schools.
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‘Degree
Master of Education in Teaching
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‘Instructors
| Program |
Department |
Faculty Members (alphabetical order) |
Graduate School of Teacher Education |
Educational Leadership |
Fujii, Hodaka |
Ito, Ryoko |
Kawasaki, Seiji |
Kobayashi, Masayuki |
Kondo, Seiichi |
Mitsuishi, Hatsuo |
Narita, Kiichiro |
Sato, Gunei |
Tsuiki, Tadashi |
Yamada, Masahiko |
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Admission Policy
