Comparative Studies on Improvement of Teacher Education -Cases in Japan, Korea and the United States-

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In 1998, our research project members had explored the differences in teacher training systems in the United States, Korea, and Japan. Also, what kind of competence teachers are expected to have been discussed. As a result, a survey dealing with teachers' competence emerged.The second year of the project extended the analysis based on the data collected from the first year's project. A research on desirable competence of teachers in the future had been conducted in the United States and Korea, and the project members discussed results from the study. In all countries, competence of understanding children's behavior and enthusiasm for teaching had been rated most importantly. On the other hand, communication skills with foreign people, or literacy on informational technology had been rated lower than other items in any country. Each country had different tendency on how other items were rated, according to the conditions and systems of education. Particularly in Japan, teachers' personality, such as character or life experience, had been regarded as more important feature of teachers than teaching skills.Such results were analyzed and project members conducted further surveys in the United States and Korea. The following studies speculated that American and Korean educational systems caused the differences in responses regarding desirable competence of teachers in each country.Detailed reports are published in the report booklet, and other papers will be published bulletins at Hyogo University of Teacher Education.