Abstract
In this paper, the trends and issues of teacher education research and practices in Japan are clarified from the viewpoint of the digitization of the educational environment. This will be achieved through a review of the literature and policy documents on recent educational practices and teacher education. Firstly, Japanese teacher education and the ICT environment in schools are summarized. In addition, the Japanese concept of “teachers who continue to learn” and its multidimensional character is explained. Secondly, a model of the above idea that consists of five dimensions is introduced: (1) social navigators, (2) technical experts, (3) inquiry practitioners, (4) critical practitioners, and (5) members of professional learning communities. Thirdly, through the review, it is pointed out that all of them are affected by the digitization of the educational environment, which has been accelerated as a countermeasure to COVID-19. In conclusion, it is stated that the digitization of the educational environment and its accelerated progress casts both light and shadow on the role of Japanese teachers as reflective practitioners. Additionally, it is referenced that there are many differences among schools and regions on the ratio of light and shadow in Japan, even though it is geographically small.
Highlights
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In order to refer to the digitization of the educational environment in Japanese schools, it is essential to analyze the impact of COVID-19 on schools and teachers
The use of digital devices was unpopular in Japanese school classes
Summary
In Japan, there are about 20,000 elementary schools (6 years), about 10,000 junior high schools (3 years), and fewer than 5000 high schools (3 years), including national, public, and private schools. [1] There are about 12,600,000 children studying at these schools and about 900,000 teachers working at them. Training for public schoolteachers is planned and managed by the board of education that manages the school in which the teachers work. Training is required by the above-mentioned laws and regulations, even for teachers who have about 10 years of teaching experience It is called “Training for improving the qualifications of mid-career teachers”. In Japanese elementary, junior high, and high schools, school-based trainin school training) centered on the so-called lesson study has been active for more tha years. In March 2021, MEXT published a document entitled “Progress of the ICT environment improvement toward the realization of the GIGA School Concept (preliminary figures)” [8] This is a report of the results of a survey of boards of education nationwide. For in-service education, the boards of education actively plan and manage training for leader teachers and managers at each school
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