University Teacher Training in Japan

<p class="REDUTEXTORESUMEN">La formaci&oacute;n del profesorado universitario en Jap&oacute;n ha sido promovida en el marco del &ldquo;Desarrollo profesional docente (FD)&rdquo;. La formaci&oacute;n del profesorado se convirti&oacute; en un "deber sustanc...

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Autor principal: Kaori Kato
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Publicado: Universitat Politècnica de València 2013
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spelling oai:doaj.org-article:2c85bfd1e309487d834c2eb9b589b91f2021-12-02T11:46:12ZUniversity Teacher Training in Japan1887-45921887-4592https://doaj.org/article/2c85bfd1e309487d834c2eb9b589b91f2013-12-01T00:00:00Zhttp://red-u.net/redu/index.php/REDU/article/view/732https://doaj.org/toc/1887-4592https://doaj.org/toc/1887-4592<p class="REDUTEXTORESUMEN">La formaci&oacute;n del profesorado universitario en Jap&oacute;n ha sido promovida en el marco del &ldquo;Desarrollo profesional docente (FD)&rdquo;. La formaci&oacute;n del profesorado se convirti&oacute; en un "deber sustancial&raquo; para los profesores de los centros de pregrado por una orden ministerial en 2008 (en 2007 para los centros de posgrado). Sin embargo, el contenido de la Capacitaci&oacute;n Docente queda a la discreci&oacute;n de cada organizaci&oacute;n, y el marco legal no impone como obligatoria la participaci&oacute;n de todo el personal acad&eacute;mico en la formaci&oacute;n del profesorado. En la d&eacute;cada de 2000, las universidades japonesas empezaron a moverse de acuerdo con presiones externas, como las inspecciones para garantizar la calidad, la obtenci&oacute;n de fondos externos, y la publicaci&oacute;n de datos acerca de sus estudiantes. Estas circunstancias han promovido los movimientos de la Capacitaci&oacute;n Docente aplicada a las actividades de educaci&oacute;n en las instituciones, y entendidas seg&uacute;n el concepto del KAIZEN (proceso de mejora colectiva que sigue el ciclo planificaci&oacute;n-acci&oacute;n-verificaci&oacute;n). Sin embargo, la formaci&oacute;n del profesorado basada en las habilidades de ense&ntilde;anza todav&iacute;a no es una prioridad en Jap&oacute;n.</p><p class="REDUTEXTORESUMEN"><strong>ABSTRACT</strong></p><p class="REDUTEXTORESUMEN">University teacher training in Japan has been promoted as a part of &lsquo;Faculty Development (FD)&rsquo;. Teacher training became a &lsquo;substantial duty&rsquo; to faculties for of undergraduate schools by a ministerial ordinance in 2008 (graduate schools in 2007). However, contents of the Faculty Development are left to each organisation&rsquo;s discretion, and the ordinance does not have the legal right to mandate the participation of all academic staff in teacher training. In the 2000s, Japanese universities were under the external pressures such as quality assurance inspections, acquisition of external funds, and the exposure of data about their students. These circumstances have promoted the movements of the Faculty Development as <em>KAIZEN</em> (collective improvement by means of the plan-do-check-action cycle) activities of education at institutions. However, a few institutions offer a systematised programme of teaching and learning for academic staff. The teacher training for enhancement of teaching skills is still not a priority in Japan.</p>Kaori KatoUniversitat Politècnica de ValènciaarticleUniversity Teacher TrainingHigher EducationFaculty DevelopmentEducationLENESRed U, Vol 11, Iss 3, Pp 53-63 (2013)
institution DOAJ
collection DOAJ
language EN
ES
topic University Teacher Training
Higher Education
Faculty Development
Education
L
spellingShingle University Teacher Training
Higher Education
Faculty Development
Education
L
Kaori Kato
University Teacher Training in Japan
description <p class="REDUTEXTORESUMEN">La formaci&oacute;n del profesorado universitario en Jap&oacute;n ha sido promovida en el marco del &ldquo;Desarrollo profesional docente (FD)&rdquo;. La formaci&oacute;n del profesorado se convirti&oacute; en un "deber sustancial&raquo; para los profesores de los centros de pregrado por una orden ministerial en 2008 (en 2007 para los centros de posgrado). Sin embargo, el contenido de la Capacitaci&oacute;n Docente queda a la discreci&oacute;n de cada organizaci&oacute;n, y el marco legal no impone como obligatoria la participaci&oacute;n de todo el personal acad&eacute;mico en la formaci&oacute;n del profesorado. En la d&eacute;cada de 2000, las universidades japonesas empezaron a moverse de acuerdo con presiones externas, como las inspecciones para garantizar la calidad, la obtenci&oacute;n de fondos externos, y la publicaci&oacute;n de datos acerca de sus estudiantes. Estas circunstancias han promovido los movimientos de la Capacitaci&oacute;n Docente aplicada a las actividades de educaci&oacute;n en las instituciones, y entendidas seg&uacute;n el concepto del KAIZEN (proceso de mejora colectiva que sigue el ciclo planificaci&oacute;n-acci&oacute;n-verificaci&oacute;n). Sin embargo, la formaci&oacute;n del profesorado basada en las habilidades de ense&ntilde;anza todav&iacute;a no es una prioridad en Jap&oacute;n.</p><p class="REDUTEXTORESUMEN"><strong>ABSTRACT</strong></p><p class="REDUTEXTORESUMEN">University teacher training in Japan has been promoted as a part of &lsquo;Faculty Development (FD)&rsquo;. Teacher training became a &lsquo;substantial duty&rsquo; to faculties for of undergraduate schools by a ministerial ordinance in 2008 (graduate schools in 2007). However, contents of the Faculty Development are left to each organisation&rsquo;s discretion, and the ordinance does not have the legal right to mandate the participation of all academic staff in teacher training. In the 2000s, Japanese universities were under the external pressures such as quality assurance inspections, acquisition of external funds, and the exposure of data about their students. These circumstances have promoted the movements of the Faculty Development as <em>KAIZEN</em> (collective improvement by means of the plan-do-check-action cycle) activities of education at institutions. However, a few institutions offer a systematised programme of teaching and learning for academic staff. The teacher training for enhancement of teaching skills is still not a priority in Japan.</p>
format article
author Kaori Kato
author_facet Kaori Kato
author_sort Kaori Kato
title University Teacher Training in Japan
title_short University Teacher Training in Japan
title_full University Teacher Training in Japan
title_fullStr University Teacher Training in Japan
title_full_unstemmed University Teacher Training in Japan
title_sort university teacher training in japan
publisher Universitat Politècnica de València
publishDate 2013
url https://doaj.org/article/2c85bfd1e309487d834c2eb9b589b91f
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