Study at Nara University of Education NARA UNIVERSITY OF EDUCATION

Nara University of Education supports the upbringing of children who are the future, and communicates the joy of learning. It is a place where students who want to grow as people can come together and learn from each other. Indepth learning is achieved by leveraging the advantages of a small university located in a rich natural environment near world heritage sites and many other precious cultural properties. As fellow students who will learn together in their quest to be teachers, the Faculty of Education of Nara University of Education looks for students with the following desires and capabilities.

1. A desire to be closely involved with the growth and development of children
2. A desire to build a better society through education
3. An appreciation for culture, science, and art, and a desire to continuously refine the thinking and expressive skills needed to communicate those values to children
4. The ability to take in the views and feelings of others, express one's own opinions and thoughts, and solve problems while communicating with others
5. The basic scholastic abilities and skills needed for self-directed learning in the Faculty of Education

In the Faculty of Education, we approve credits for each subject based on the following five abilities. A degree is conferred on students who have earned the necessary number of credits.

1. The ability to understand issues in modern society, and formulate educational activities [Ability to formulate educational activities]
   Students should be able to formulate educational activities in line with modern educational issues, based on a wide range of knowledge pertaining to society and school education in modern Japan
2. The ability to understand the development and learning of children [Ability to understand children]
   Students should be able to imagine the best approaches to educational practice for promoting the growth and development of preschoolers and school children, based on fundamental knowledge regarding the growth, development, and learning of human beings
3. The ability to provide specialized instruction [Ability to provide specialized instruction]
   Students should be able to plan and implement instructional/supportive methods appropriate for school settings, based on fundamental knowledge and skills relating to instruction/support for groups and individuals, and specialized knowledge and skills relating to the content and instructional materials of each course of study
4. Ability to relate to diverse people [Ability to communicate]
   Students should be capable of appropriate engagement in the education of preschoolers and school children, based on fundamental knowledge concerning people involved with schools (e.g., parents/ guardians, local residents, teacher colleagues, administrative staff)
5. Ability to advance one's own teaching career [Ability to grow in occupational abilities]
   Students should be able to determine their own approach to living and being a teacher, based on their sense of mission as a teacher and warm-heartedness toward children, and should also be capable of striving for self-realization while tenaciously confronting new issues pertaining to the teaching profession

The Faculty of Education organizes and implements curricula based on the following policies so that students can acquire the "five abilities" set forth in the Diploma Policy while experiencing the beauty and appeal of the teaching profession of "nurturing people.

1. Curriculum based on the unique characteristics of the university
   The curriculum is based on "education for sustainable development," which is the feature of the university, and on the learning that can be obtained only in Nara, a place blessed with many valuable cultural assets and beautiful nature, including World Heritage Sites. By doing so, we will train teachers who can acquire the "five abilities" and nurture "creators of a sustainable society".
2. Scope
   ①In order to build a base for "teachers who keep learning," we will mainly offer courses related to a basic understanding of modern society and school education.
   ②To develop practical educational skills based on specialized knowledge and skills, class subjects will be mainly related to understanding children and professional guidance.
   ③To develop the qualities required of teachers as members of society, we will offer courses that focus on the development of teachers.
3. Sequence (arrangement)
   The four years of study will be divided into the following four stages of study, and class subjects will be systematically sequenced along the path of student learning.
   「Introduction stage」 This is the stage for those who aspire to become teachers to establish their awareness as independent learners and to set a direction to keep learning as teachers.
   「Progress stage」This is the stage to acquire the specialization of a teacher as a "teaching specialist.
   「Practice stage」This is the stage where students build a solid image of themselves as teachers by acquiring practical experience in the field of education.
   「Development stage」This is the stage where students acquire practical leadership skills to be immediately effective in the school environment and make the transition to a teaching career.
   ①Class subjects related to a basic understanding of modern society and school education are arranged mainly in the 「Introduction stage」.
   ②Courses that focus on understanding children and specialized instruction are arranged so that students can learn basic knowledge in the 「Introduction stage」 and more specialized knowledge and skills in the 「Practice stage」, leading to educational practice. In the　「Development stage」 after the educational practice, the courses are arranged so that they can be related to the learning in the educational practice and the research for the graduation thesis. In addition, subjects related to teaching methods for each subject are integrated and bridged in terms of content and methods.
   ③Courses with content related to the development of teachers will be arranged throughout the four years. At the same time, students will be provided with a wide range of learning opportunities, including activities other than those specified in the curriculum, in order to develop the qualities required of teachers as members of society.
   ④ The contents of "Education for Sustainable Development" will be arranged throughout the four years.
4. Learning methods
   We will introduce learning methods that enable students to acquire the "five abilities" and realize "independent, interactive and deep learning" according to the characteristics of each subject.
   Moreover, in order for students to feel the beauty and appeal of the teaching profession and to continue to be motivated to pursue a career in teaching, we provide students with the latest information on the field of education by inviting persons in charge of educational administration (supervisors, etc.) and school administrators and faculty members as guest speakers.
5. Evaluation
   Students themselves will evaluate the trajectory and accumulation of their learning with regard to the improvement of the "Five Abilities," and appropriate evaluation and credit recognition will be conducted based on the Standards for Qualified Ability.

In order to serve as a pioneering model for teacher training education, the university has been working on the development and implementation of a "Curriculum Framework (Seven Objectives and Standards of Qualitative Ability)" since 2007.

The qualities and abilities required of teachers are multifaceted. Therefore, we have set up a minimum standard of seven target competencies for new teachers based on achievement goals, and have clarified the competencies that can be cultivated in each subject.

This curriculum framework enables students to grow as teachers with practical educational skills, while being aware of what they have learned from each class subject and what qualifications they have acquired in light of the qualifications and abilities required of new teachers to be acquired by graduation from the Faculty of Education.

Seven Objectives Qualities and Abilities Standards「Knowledge and Practical Skills」

1. Relationship between modern society and school education
   After acquiring a broad knowledge of contemporary society and school education, students will be able to conceptualize educational activities to nurture the leaders of a sustainable society.
2. Contents and characteristics of subjects and domains
   Acquire specialized knowledge, skills, etc. related to the content and characteristics of subjects and domains in order to apply them to educational activities.
3. Utilization of information equipment
   Acquire basic knowledge, skills, etc., related to the use of information equipment in order to apply them to educational activities.
4. Practice in classes, etc.
   

   Plan
   To be able to create lesson plans and other instructional plans by utilizing knowledge, skills related to the content and characteristics (expertise) of subjects and domains, and knowledge and skills related to understanding children.

Implementation
To be able to provide actual guidance and support to children based on instructional plans such as study guide plans.

Evaluation
To be able to evaluate the results of children's studying progress and one's own classes.

5. Understanding children
   To be able to acquire basic knowledge about the growth and development of children with diverse backgrounds and their learning, and to be able to imagine how to implement educational practices that promote children's growth and development.
6. Connection with diverse people
   To be able to communicate appropriately with a wide range of people, including school personnel (parents, local residents, colleague teacher , administrators, etc.), after acquiring basic knowledge about their relationships.
7. Career development in the teaching profession
   On the basis of basic knowledge of the teaching profession, be able to visualize the image of the kind of teacher and career they want to pursue, and acquire the attitude to continue learning as a teacher through the exploration of issues related to education.