A Comparative Study of Science Teacher Education in Japan and U.S.A.

本研究的目的是调查分析日本和美国中小学科学教师职前和在职培训课程的总体状况。在日本;(1)开设职前科学课程的全国教育学院数量如下。小学教师课程：53名；初中科学教师课程：49名；高中科学教师课程：13名。(2) 49所院校按学分构成分为四类，各类院校的学分占比分别为：理科为主占18.4%，专业教育为主占16.3%，理科与专业教育并重占34.7%，国家标准教师资格证占34.7%。然而，这些机构提供广泛的科学和专业教育科目，从基本学分要求到最大学分数量。因此，全国各教育学院针对未来中学科学教师的学分作文有多种多样。(1)以爱荷华州upstep为例进行定性分析。(2)分析了两类信息。这些是最近对公立和私立学院和大学进行的关于职前科学教师培训的全国性调查的结果，也就是所谓的Matteis报告和Weiss报告，这是对美国中小学教师的调查结果。在美国，每个州对自己州的科学教师准备和认证的质量和内容负有独家责任。这些州对中小学科学教师的要求差别很大。将美国的例子与日本的例子进行比较，美国的独特之处在于，大多数院校都开设并要求学生选修综合或专门的科学方法课程，将科学教学的哲学与实践相结合。少

The purpose of this study was to survey and analyze the general status of preservice and inservice training curriculum for elementary and secondary science teachers in Japan and U.S.A. Results and Discussion:1. In Japan; (1) The number of national colleges of education provides Preservice science course are as follows. In the Primary School Teachers Course:53, In the Lower Secondary Science Teachers Course:49, In Upper Secondary Science Teachers Course:13. (2) These 49 institutions are classified into following four groups as regards credit composition and the percentages for each were found as follows: Science Subjects are emphasized : 18.4%, Professional Education Subjects are emphasized:16.3%, Both science Subjects and Professional Education Subjects are required:34.7%, National Standard Teacher Certificate are required:34.7%. However, these institutions offer extensive Science and Professional Education Subjects from basic credit requirement to maximum number of credits. Therefore, … More there is a variety of all national colleges of education as to credit composition for prospective secondary school science teacher.2. In U.S.A. (1) A case study of IOWA-UPSTEP as a qualitative analysis was examined. (2) Two kinds of information was analyzed. These were the results of recent national survey of public and private colleges and universities for preservice science teacher training so called Matteis' Report, and Weiss' Report which was the results of elementary and secondary teachers throughout the United States. In the United States, each state has exclusive responsibility for the quality and content of science teacher preparation and certification in its own state. These states vary considerably in their requirements for elementary and secondary school science teachers. When comparing the example in the U.S.A. with those in Japan, it is unique in U.S.A. that most institutions offered and required students to take a general or a specialized science method course which integrate philosophy and practice of science teaching. Less