Comparative Research on Teacher Education between Japan and the United States-Life-long Continuing Education for Inservice Teachers.

对美国和日本的教师教育进行了比较。在日本，大学负责职前教育，但不负责教师的在职教育。兵库、Joetsu和Naruto这三所新大学是日本第一批在研究生阶段（硕士课程）开始在职教师教育的大学。20年内，硕士将占日本教师总数的1%。在美国，超过一半的教师获得硕士学位。日本教师培训的特点体现在自己学校（小井研塾）的培训中，年轻教师被资深教师“俘获”，通过一对一的方式在教师观念、学科教学、课堂管理等方面进行严格的培训。反思性教师在美国是一个重要的概念；这意味着一个年轻的教师应该在研究生院训练自己成为一名独立的教师。因此，在教师素质的比较上，日本的年轻教师比美国的更合格，因为他们在年轻阶段就擅长课堂教学策略。另一方面，美国的高级教师比日本的高。大学在美国的在职教育中扮演着重要的角色，但在日本则不那么重要。作为我们项目的成果，我们建议在日本的大学和教育委员会之间建立一个教师终身继续在职教育的合作体系。

All about Teacher Education are compared between the United States and Japan. In Japan universities are responsible for Pre-service Education, but nothing to do for the Inservice Education of Teachers. 3 new universities, Hyogo, Joetsu and Naruto are the first to begin Inservice Teacher Education in graduate level (Master Course) in Japan. Masters well occupy 1% of total Japanese teachers within 20 years. In the U.S. more than half of teachers acquire Masters Degree.Characteristics of Japanese Teacher Training are seen in the training in own school (Konai Kenshu), where young teachers are "captured" by senior teachers and trained very hard in teachers concept, subject instruction, classroom management, and so on by man-to-man system. On the other hand, Reflective teachers are an important concept in the U.S. ; it means a young teacher should train himself in graduate school to be an independent teacher. Therefore in comparison of quality of teachers, Japanese younger teachers are higher qualified than the U.S., because they are good at strategies of instruction in class room already in young stages. On the other hand, senior teachers are higher qualified in the U.S. than in Japan. Universities play important roles in the insevice education in the U.S., but less in Japan. As an outcome of our project, we propose to establish a cooperative system of Life-long continuing inservice education of teachers between universities and educational boards in Japan.