A Research on the Problems of Education and the Process and Requirement for the Development of Teacher Professionalism in this modern society

现代社会中的教育问题与教师主体性发展的过程和要求研究当今，教育问题（“欺凌”、“课堂混乱”和“不上学”）不断堆积。教师的作用扩大到承担新的问题和迫切的任务。现在日本的很多老师都觉得教书很难。教师职业倦怠程度较高。随着同事们士气的下降，年轻教师们担心他们会犯错误。在这种情况下，教师和教育工作者必须重新思考什么是教育，学校是为了什么，什么是教学专业。他们必须检查和重新制定结构和做法。因此，本研究旨在关注现代社会教师专业发展的过程和要求。研究结果表明：（1）青年教师找到了适合自己个性的教师职业。(2)On另一方面，他们很累，感觉超负荷。（3）此外，他们不确定什么样的知识和技能与他们的学生有关。（4）教师需要一种新的教学方法和理解儿童的新途径。为了得出这一结果，本研究考察了以下两个论题：第一，由于年轻教师需要一种新的教学方法和理解儿童的新途径，我们应该如何看待日本的教师职前教育和在职教育。第二，芬兰的教育改革赋予了教师教学自主权，重建了教师教育中的教学专业化，使研究注意到芬兰教育改革的进展和成果。通过对芬兰案例的描述，研究表明，较高的教师专业素养需要对课堂上发生的事情进行反思的能力和与同事合作的能力。

A Research on the Problems of Education and the Process and Requirement for the Development of Teacher Professionalism in this modern societyNowadays, the problems of education ("bullying", "disorder in the classroom" and "non-school attendance") keep piling up. The teacher's role expands to take on new problem and imperative mandates. Many teachers in Japan find teaching difficult today. We see higher level of teacher's burnout. With the decline of morale of the colleagues, young teachers are afraid that they might make mistakes. Under that situation, teachers and educators must rethink what education is, what schools are for and what teaching professionalism is. And they must examine and rework the structures and practices. So this research aimed to focus the process and requirement for the development of teacher professionalism in this modern society. The results of the research are as follows :(1)Many young teachers find the teaching profession suitable to their personality.(2)On the other hand, they are tired and feel overloaded.(3)Furthermore they are uncertain about what kind of knowledge and skills are relevant to their pupils.(4)Teachers need a new method of teaching and a new way of child-understanding.For the results, this research investigated two following theses.First, because young teachers need a new method of teaching and a new way of child-understanding, what we should think about initial and in-service teacher education in Japan. And secondly, the research noticed the progress and outcome of educational reform in Finland because that reform gave teachers discretion for teaching and reconstructed teaching professionalism in the teacher education. Through description Finnish case, the research showed that higher teaching professionalism needed the ability of reflection on what happened in the class and the ability of collaboration with colleagues.