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

1998年，我们的研究项目成员研究了美国、韩国和日本的教师培训制度的差异。此外，还讨论了教师应该具备什么样的能力。因此，出现了一项关于教师能力的调查。该项目的第二年扩展了基于第一年项目收集的数据的分析。在美国和韩国进行了一项关于教师未来理想能力的研究，项目成员讨论了研究结果。在所有国家中，理解儿童行为的能力和对教学的热情都被评为最重要的。另一方面，与外国人的沟通技能或信息技术素养的得分低于任何国家的其他项目。根据教育条件和制度，每个国家在如何对其他项目进行评级方面有不同的倾向。特别是在日本，教师的个性，如性格或生活经历，一直被视为比教学技能更重要的教师特征。美国和韩国的项目成员对此进行了分析，并进行了进一步的调查。以下研究推测，美国和韩国的教育制度导致了两国对教师期望能力的不同反应。详细的报告发表在报告小册子中，其他论文将在兵库师范大学的公告中发表。

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.