Teacher training course/social education director training course

Philosophy of teacher training and social education staff training

The basic principles for training teachers and social education staff at Rissho University are based on the founding principles of the university, which were embodied in the Rissho spirit by the 16th president, Ishibashi Tanzan, namely, "Seek the truth and offer your utmost sincerity," "Respect justice and eliminate evil," and "Wishing for peace and serving humanity."

Rissho University 's educational objective since 2005 has been "To cultivate moralists and experts," which further embodies the founding spirit. In other words, the university proclaims itself to be a university that aims to cultivate talented people with expertise backed by solid morals.

To achieve this goal, the university develops its curriculum for training teachers and social education personnel, with the understanding and cooperation of the entire university, and in accordance with the Educational Personnel Certification Act and its Enforcement Regulations, with the following three basic principles:

1. Develop a deep understanding of children's human rights.
2. Develop the rich ability to independently tackle contemporary educational issues.
3. We will develop a solid ability to develop educational practices through solid collaboration with not only teachers, but also parents and local residents.

The specific characteristics of curriculum organization based on the above basic policy are as follows.

1. We will help students understand that the essence of education is that it is supported by human rights ideology.
2. Consideration will be given to establishing ``Special Lectures on the Teaching Profession'' and ``Seminars in the Teaching Profession,'' so that students can proactively study subjects related to the teaching profession and develop their practical abilities.
3. Consideration will be given to enabling students to address the challenges of lifelong development and lifelong learning required by modern society.

Rissho University 's long-standing tradition of training teachers and social education staff has been nurtured by training excellent teachers and social education staff who are capable of proactively tackling educational challenges under a comprehensive curriculum based on these ideals and basic policies.

Philosophy of Primary Education Teacher Training (Faculty of Faculty of Social Welfare Department of Child Education and Welfare)

The philosophy of training teachers for elementary education is: (1) To have a strong sense of mission as educators, backed by a solid view of children and education, and to pour educational love into children. (2) To have specialized knowledge about subject education, To have practical leadership skills based on understanding (3) To have the ability to respond to the demands of modern society and overcome difficult situations.
In modern society, the declining birthrate and aging population, information technology, and globalization are further progressing, and various problems are emerging, such as child abuse, bullying, school refusal, and childcare concerns. In order to deal with such problems, it can be said that more than ever, there is a need for human resources who deeply understand children and can guide them from the perspectives of both welfare and education. Therefore, training teachers who understand welfare and social work is an urgent issue. In addition, training teachers who can appropriately respond to child and family welfare issues, communicate with parents and the community, and work closely with school counselors and school social workers will meet the needs of society. It can be said. In order to respond to this social demand, our department will conduct kindergarten teacher training and elementary school teacher training from the perspectives of welfare and education.

Philosophy of Special Needs Education Teacher Training (School Faculty of Social Welfare Department of Social Welfare)

In the educational field of special needs schools, teachers who understand social welfare and social work are required to deal with various problems, and in order to meet the needs and demands of the school field, our university has a special A teacher training course for support schools has been established. Therefore, the basic concept of this teacher training course is to ``train teachers for special needs schools who understand social welfare and social work,'' and we also aim to become teachers who (1) have a sense of mission and pride in the teaching profession, and are able to help children with disabilities. ②Teachers who have acquired the expertise to combine theory and practical skills in teaching children with disabilities ③Able to understand social welfare and social work and solve problems Teacher ④A teacher who has acquired the communication skills necessary for dealing with parents and team teaching in educational settings, and is instructing students.

Organizations related to teacher training and social education staff training

Rissho University has established the following organizations to manage the administration of teacher certification and social education courses with the aim of smoothly managing all operations related to the teacher certification course, teacher training, and social education officer training course across the university.

Center for Teacher Training and Certification Steering Committee

List of teaching/social education related licenses etc.

teaching profession

Educational staff licenses are broadly divided into Type 1 licenses, Type 2 licenses, Specialized licenses, and Special licenses, but the licenses that can be obtained at our university are the Type 1 licenses that undergraduate students can obtain upon graduation from university. This is a specialized license that graduate students can obtain upon completion of their master's program.

The types of licenses are further subdivided by school type and subject, and the junior high school and high school teaching licenses that can be obtained are determined by the faculty, department, or graduate school in which the student is enrolled, as shown in the table below. (In addition, teaching licenses for kindergarten and elementary school can be obtained only from the Department of Child Education and Welfare (Faculty of Social Welfare), and teaching licenses for special-needs schools can be obtained only from the Department of Social Welfare (Faculty of Social Welfare). For details, see Faculty of Social Welfare website)

Faculty

graduate school

social education

At Rissho University, students in all faculties and departments, as well as graduate schools and majors, can obtain the qualifications to be appointed as social education officers and the title of social educator.

To become a social education officer, one must acquire the necessary credits, pass the civil service examination administered by the prefecture or municipality or the social education officer examination administered by the Board of Education, and work in the position of assistant social education officer for more than one year.

Details of subjects and instructors related to teacher training curriculum and social education

[List of Teacher Training Course Subjects]

• Subjects related to basic understanding of education and subjects related to teaching methods
• For information on teaching methods, content, and annual plans for each subject, please refer to the syllabus search.
• The latest courses are posted.

Secondary education teacher training

• List of Secondary Education Teacher Training Courses

Elementary education teacher training

• List of kindergarten teacher training subjects
• List of elementary school teacher training subjects

Special needs education teacher training

• Special Needs Education Teacher Training Course List

[List of social education subjects]

• List of social education subjects

[Information about the faculty member in charge (full-time faculty)]

Secondary education teacher training

Elementary education teacher training

Special needs education teacher training

[Details regarding the instructor (concurrent instructor)]

Secondary education teacher training

Elementary education teacher training

[Details about the instructor (part-time instructor)]

Secondary education teacher training

• Details regarding faculty members in charge for 2024

Elementary education teacher training

• Details regarding faculty members in charge for 2024

Special needs education teacher training

• Details regarding faculty members in charge for 2024

Status of teacher license/social education director appointment qualifications

Undergraduate/Graduate School

Undergraduate/Graduate School

Employment status for teaching and social education staff

Efforts to improve the quality of teacher training and social education staff training

In order to realize the abovementioned ideal of training teachers and social education personnel, the university has established Rissho University Teacher Education Center, which comprises all faculties and graduate schools, to prepare a university-wide system, and is working to enrich the education of each faculty by offering "subjects related to a fundamental understanding of education," "subjects related to teaching methods for each subject," and "specialized matters related to each subject."

In addition, externally, through the National Association of Private Universities Teacher Training Courses, the Kanto Region Private University Teacher Training Course Research Liaison Council, the Tokyo Region Teacher Training Course Research Liaison Council, the National Liaison Council for Research on Training of Social Education Personnel, etc., the university maintains close ties and cooperates not only with universities in Shinagawa and Kumagaya, where each campus is located, but also with neighboring and national universities, as well as with the Tokyo Metropolitan Board of Education, Saitama Prefectural Board of Education, Kumagaya City Board of Education, etc., and strives to improve the quality of teacher education through the exchange of information and collection of materials.

In training primary school teachers, students learn specific teaching methods for achieving "independent, interactive and in-depth learning" through faculty development training for university professors.
For students, we do not simply provide preparation for the teacher recruitment exam, but also provide pre-appointment training within the university from October to March of the fourth year to improve their qualifications as teachers, regardless of where they will be employed, whether that be regular successful applicants, substitute teachers on maternity leave, or temporary teachers, and we provide training on teacher service, classroom management, subject instruction, life guidance, dealing with parents, child psychology, etc. We also publicize this in pamphlets for Faculty of Social Welfare and at open campus events.

Teacher training course self-inspection evaluation report

• Reiwa 4 Teacher Training Course Self-Inspection and Evaluation Report
• Reiwa 5 Teacher Training Course Self-Inspection and Evaluation Report
• Reiwa 6 Teacher Training Course Self-Inspection and Evaluation Report