In this course, students look back on the knowledge obtained through the practical training, and the qualifications and skills
acquired by the students through the various courses taken in the teaching course of the university and various activities
outside the teaching course are minimized as teachers. It is positioned as ”the culmination of the trajectory of learning”
whether it is organically integrated as the necessary qualities and abilities.
By taking this course, students will be aware of what is an issue for themselves in becoming a teacher in the future, supplement the lack of knowledge and skills as necessary, and try to establish them. The purpose is to be able to start teaching life more smoothly.
By taking this course, students will be aware of what is an issue for themselves in becoming a teacher in the future, supplement the lack of knowledge and skills as necessary, and try to establish them. The purpose is to be able to start teaching life more smoothly.
The aim is to integrate knowledge of teaching professions, engineering expertise and technology, and engineering thinking
learned during the study in university.
Looking back on practical experiences such as subject guidance and student guidance obtained through educational training and nursing care experience, we aim to improve the qualities and abilities of teachers with practical leadership, backed by a sense of mission and responsibility.
The main lesson styles are lectures, group discussions, presentation activities, visits to educational sites, lectures by in-service teachers.
Looking back on practical experiences such as subject guidance and student guidance obtained through educational training and nursing care experience, we aim to improve the qualities and abilities of teachers with practical leadership, backed by a sense of mission and responsibility.
The main lesson styles are lectures, group discussions, presentation activities, visits to educational sites, lectures by in-service teachers.
- Students can improve their teaching skills and practical teaching skills in mathematics, science, information, and industrial licenses based on their specialized knowledge based on engineering education.
- Students can improve student understanding and classroom management skills.
- Students can improve their social and communication skills as teachers through group activities and discussions.
- Students will be able to organize and consider the issues of the teaching profession as a profession.
- Students can become aware of the teacher’s social mission, responsibilities, and roles based on a deep understanding of the school organization and the job responsibilities of teachers.
| Assignment Report | Class Impression Report | Assigned Book Report | Educational Activities Report | Total. | |
|---|---|---|---|---|---|
| 1. | 5% | 5% | 5% | 5% | 20% |
| 2. | 5% | 5% | 5% | 5% | 20% |
| 3. | 5% | 5% | 5% | 5% | 20% |
| 4. | 5% | 5% | 5% | 5% | 20% |
| 5. | 5% | 5% | 5% | 5% | 20% |
| Total. | 25% | 25% | 25% | 25% | - |
Assignment report 25%
Class feedback 25%
Assignment book report 25%
Education activity report 25%
Is evaluated, and a total score of 60 points or more is regarded as pass.
Class feedback 25%
Assignment book report 25%
Education activity report 25%
Is evaluated, and a total score of 60 points or more is regarded as pass.
| Class schedule | HW assignments (Including preparation and review of the class.) | Amount of Time Required | |
|---|---|---|---|
| 1. | Guidance: A review of four years of teaching experience. ・ About class guidance ・ Bring an educational training diary (Faculty teachers) |
Students review their learning in the teaching profession. | 190minutes |
| 2. | Reflect on educational training with junior high and high school teachers. ・ Bring an educational training diary (Faculty teacher full-time teacher and special invited lecturer 1) |
Analysis of teaching practice | 190minutes |
| 3. | Through discussions and group work on the current status and issues of ICT utilization in education, students will deepen their understanding of the knowledge and skills required for ICT-integrated teaching. | Preparation for assignments | 190minutes |
| 4. | Through teaching practice using ICT, exercises, and reflective activities, students will reaffirm the benefits of ICT utilization and key considerations for instruction. | Preparation for assignments | 190minutes |
| 5. | Clarification of issues related to the teaching profession (Role-playing): Students will reflect on their school-based practicum experiences at partner schools and analyze and organize issues related to pursuing a teaching career. | Preparation for assignments | 190minutes |
| 6. | (Case Study 1) A practicing teacher will give a lecture on responses to bullying, introducing the realities at schools. Through Q&A, students will analyze and organize issues related to the teaching profession. | Preparation for assignments | 190minutes |
| 7. | (Case Study 2) Students will examine school responses from the perspective of external organizations (e.g., the police) and consider societal expectations through Q&A. (Conducted by teacher education faculty and guest lecturers) | Preparation for assignments | 190minutes |
| 8. | (Case Study 3) An external lecturer will present on responses to students with behavioral issues, and students will examine the realities of children struggling to adapt to social changes. | Preparation for assignments | 190minutes |
| 9. | (Case Study 4) A practitioner of moral education in junior high school will present classroom practices. Students will engage in small-group discussions to analyze key issues. | Preparation for assignments | 190minutes |
| 10. | (Case Study 5) A practicing teacher will give a lecture on extracurricular activities and student guidance in schools. Students will further examine issues through Q&A. | Preparation for assignments | 190minutes |
| 11. | (Case Study 6) Through lectures by a principal and experienced homeroom teacher, students will explore the realities of school management and classroom management and analyze related issues. | Preparation for assignments | 190minutes |
| 12. | Microteaching (Mathematics and Information): Students will conduct microteaching sessions and reflect based on feedback from in-service teachers and peer evaluation. | Preparation for assignments | 190minutes |
| 13. | Microteaching (Science and Industrial fields): Students will conduct microteaching sessions and reflect based on feedback from in-service teachers and peer evaluation. | Preparation for assignments | 190minutes |
| 14. | Students will reflect on the teacher education program at the university and share their learning with all participants. | Create and submit a teaching chart. | 190minutes |
| Total. | - | - | 2660minutes |
| ways of feedback | specific contents about "Other" |
|---|---|
| Feedback in the class |
Learning guidelines for each subject (junior high and high schools)
Education Laws
Education Laws
Students must have completed the required credits specified in the Study Guide and be expected to graduate in the current
academic year.
Classes will be conducted face-to-face.
However, depending on the availability of guest lecturers, some sessions may be held via Zoom.
In such cases, details including the schedule of online sessions will be announced through Scomb.
Classes will be conducted face-to-face.
However, depending on the availability of guest lecturers, some sessions may be held via Zoom.
In such cases, details including the schedule of online sessions will be announced through Scomb.
- Monday 12:30~13:20. Contact the office by e-mail or other means in advance for an interview.
- Course that cultivates an ability for utilizing knowledge
- Course that cultivates a basic interpersonal skills
- Course that cultivates a basic self-management skills
- Course that cultivates a basic problem-solving skills
| Work experience | Work experience and relevance to the course content if applicable |
|---|---|
| Applicable | This course is taught by an instructor with extensive experience as a science teacher at private junior and senior high schools, specializing in the instruction of project-based research and inquiry-based activities in science and technology, as well as research into ICT integration in education. Leveraging this expertise, the instructor will lecture on the foundational knowledge, mindset, and instructional methods necessary to cultivate the qualities and skills required for science education and the guidance of inquiry-based learning. |
Last modified : Fri Mar 27 04:03:49 JST 2026