Faculty of Education

Faculty of Education

Program Overview

Okayama University's Faculty of Education employs a “Teacher Education Core Curriculum” that consists of both teacher practicums and practical experience-based classes, with the aim of producing reflective and creative teachers. This curriculum allows students to learn educational theory in the university classrooms, and the practical application of that theory out in real-life teaching environments. The learning cycle between university and teaching environments allows students to equally develop the four important skills necessary to become an effective teacher: educational leadership, student guidance, coordination (connecting the classroom to the home), and school and classroom management.

The Faculty of Education provides classes allowing students to systematically acquire knowledge regarding the purpose of school education, the duties of teachers, subject guidance, and course planning. In addition, the faculty also provides ample opportunity for students to apply these fundamentals to real-life classroom situations that further enrich their education. More specifically, the four-year program consisting of real life experience and activity-based learning within the teaching environment, continuously and systematically provides students with the opportunities for observation and practical participation at our affiliated schools, teaching practice, and an internship program at public schools. Additionally, the faculty also offers a “Field Challenge Course,” beginning in the first year, which includes volunteering at local schools or social education facilities.

Profiles of Exemplary Candidates

  1. Students who possess basic academic abilities, and a passion, understanding, and enthusiasm for school education.
  2. Students who enjoy working with children.
  3. Students who are eager to instill in children the joy of learning.
  4. Students who wish to learn about the growth, development, and mental and physical health of children, and foster in themselves a rich sensibility.
  5. Students who are willing to contribute to the community in collaboration with people from diverse backgrounds.

(For the purposes of study, upon enrollment, we request that students have acquired the following)

We request that students passionately take part in their high school classes and learn all available content. The basic academic abilities acquired are indispensable when acquiring the knowledge necessary, as a teacher, to support a child’s learning, and their mental and physical growth and development. Additionally, we request that students take an interest in, and independently think about, a wide variety of activities and social issues; students should attempt to collect a diverse collection of experiences through the active participation in extra-curricular and volunteer activities.

Training Course for School Teachers

Elementary School Education Course

Program Overview

The Okayama University Faculty of Education considers education to be an important means of maximizing human potential. Our goal is to develop creatively enriched graduates who will actively participate in all fields of education, through the teaching and researching of educational theory and practice.

In the Elementary School Education Course, students will foresee the growth of children over each child’s nine years of compulsory education. Students will gain the skills required to provide individually targeted instruction that corresponds to each child’s development, and acquire knowledge concerning subject content. Students will then have the opportunity to apply all that they have learned in a variety of classrooms across the curriculum. Through this learning cycle between theory and practice, students foster their awareness as continuously growing and reflective teachers.

Profiles of Exemplary Candidates

  1. Students who possess basic academic abilities, and a passion, understanding, and enthusiasm for school education.
  2. Students who enjoy working with children.
  3. Students who are eager to instill in children the joy of learning.
  4. Students who wish to learn about the growth, development, and mental and physical health of children, and foster in themselves a rich sensibility.
  5. Students who are willing to contribute to the community in collaboration with people from diverse backgrounds.
  6. Students who have an interest in, and understanding of, elementary school education and wish to actively take part in a variety of ways.
  7. Students who wish to take advantage of their own strengths and instill in children the joy of learning.

(For the purposes of study, upon enrollment, we request that students have acquired the following)

We request that students passionately take part in their high school classes and learn all available content. The basic academic abilities acquired are indispensable when acquiring the knowledge necessary, as an elementary school teacher, to support a child’s learning, and their mental and physical growth and development. Additionally, we request that students take an interest in, and independently think about, a wide variety of activities and social issues; students should attempt to collect a diverse collection of experiences through the active participation in extra-curricular and volunteer activities.

Junior High School Education Course

Program Overview

The Okayama University Faculty of Education considers education to be an important means of maximizing human potential. Our goal is to develop creatively enriched graduates who through the teaching and researching of educational theory and practice, will actively participate in all fields of education.

The Junior High School Education Course, with ultimate respect to each child’s six year elementary school development, allows students to acquire the systematic knowledge of many disciplines that forms the basis of school subjects and the skills necessary for educational guidance with consideration to the mental and physical development of each child. Students will also have the opportunity to apply what they have learned in a variety of classrooms and educational environments. Through this learning cycle between theory and practice, students foster their awareness as continuously growing and reflective teachers.

Profiles of Exemplary Candidates

  1. Students who possess basic academic abilities, and a passion, understanding, and enthusiasm for school education.
  2. Students who enjoy working with children.
  3. Students who are eager to instill in children the joy of learning.
  4. Students who wish to learn about the growth, development, and mental and physical health of children, and foster in themselves a rich sensibility.
  5. Students who are willing to contribute to the community in collaboration with people from diverse backgrounds.
  6. Students who possess an interest in, and an understanding of the specialized fields to which each respective school subject belongs, and a desire and passion regarding junior high school education.

[Japanese education] Those who possess a keen interest in language and literature, and believe they can work with enthusiasm concerning Japanese language education.

[Social studies education] Those who possess basic academic skills in geography, history and civics, with a broad interest in and understanding of society, and want to explore these issues alongside children.

[Mathematics education]Those who not only possess skill in mathematics, but can also apply it to the world around them, and have a desire to instill in children an appreciation and enjoyment of mathematics.

[Science education]Those who possess a strong interest in science, and an enthusiasm for scientific education through the performance of experiments, observation, and outdoor activities.

[Music education]Those who are able to express themselves musically and are interested in the study of and activity in music education.

[Art education] Those who possess a vision in regards to art education, and are interested in the theory, methods and techniques involved in art education.

[Health and physical education] Those who possess a passion towards, and a professional interest in children’s health, physical education and sports activities, as well as the desire to support them.

[Technical education] Those who possess a vigorously inquisitive mind, a strong desire to participate in the creation and understanding of science and technology, and a passion in regards to technical education.

[Home Economics] Those who possess a desire to instill in children the enjoyment and importance of home economics.

[English language education] Those who possess a keen interest in international understanding, a desire to learn and communicate in English, and the enthusiasm and desire to teach English.

(For the purposes of study, upon enrollment, we request that students have acquired the following)

We request that students passionately take part in their high school classes and learn all available content. The basic academic abilities acquired are indispensable when acquiring the knowledge necessary, as a junior high school teacher, to support a child’s learning, and their mental and physical growth and development. Additionally, we request that students take an interest in, and independently think about, a wide variety of activities and social issues; students should attempt to collect a diverse collection of experiences through the active participation in extra-curricular and volunteer activities.

Special Needs Education Course

Program Overview

The Okayama University Faculty of Education considers education to be an important means of maximizing human potential. Our goal is to produce creative graduates who, through the teaching and researching of educational theory and practice, will go on to participate actively in all fields of education.

In the Special Needs Education Course, students gain the ability to think about, and understand what is truly important for children with disabilities. This is achieved through specialized classes concerning the educations, psychology, physiology and pathology of children with disabilities, as well as classes concerning the distinct methods of instruction in regards to those children. These classes are taught by specialists in each academic field while making references and ties to the learning from other fields.

During the graduate research project, teachers work in teams to teach students how to best express their own opinions, to respect the views of others, and to gradually approach an understanding concerning the true nature of special education.

Profiles of Exemplary Candidates

  1. Students who possess basic academic abilities, and a passion, understanding, and enthusiasm for school education.
  2. Students who enjoy working with children.
  3. Students who are eager to instill in children the joy of learning.
  4. Students who wish to learn about the growth, development, and mental and physical health of children, and foster in themselves a rich sensibility.
  5. Students who are willing to contribute to the community in collaboration with people from diverse backgrounds.
  6. Students equipped with a rich sense of humanity, an interest in and an understanding of special education, and empathy towards children living with disabilities.

(For the purposes of study, upon enrollment, we request that students have acquired the following)

We request that students passionately take part in their high school classes and learn all available content. The basic academic abilities acquired are indispensable when acquiring the knowledge necessary, as a special needs education teacher, to support a child’s learning, and their mental and physical growth and development. Additionally, we request that students take an interest in, and independently think about, a wide variety of activities and social issues; students should attempt to collect a diverse collection of experiences through the active participation in extra-curricular and volunteer activities.

Pre-School Education Course

Program Overview

The Okayama University Faculty of Education considers education to be an important means of maximizing human potential. Our goal is to produce creative graduates who, through the teaching and researching of educational theory and practice, will go on to participate actively in all fields of education.

The Pre-School Education Course aims to nurture well-qualified childcare workers, through the delivery of individualized attentive supervision and an educational program that develops the independence and cooperation of students. In the first-year, through the completion of teaching practice fundamentals (pre-seminars), and off-campus training camps, etc., students develop a scholarly attitude toward university life, and gain an early awareness in regards to their future careers. In addition to teaching practicums at affiliated kindergartens, students learn much through internship at nursery schools from the child welfare point of view, and enhance their various qualities and abilities. This ultimately ensures the development of childcare workers who play leading roles in the community.

Profiles of Exemplary Candidates

  1. Students who possess basic academic abilities, and a passion, understanding, and enthusiasm for school education.
  2. Students who enjoy working with children.
  3. Students who are eager to instill in children the joy of learning.
  4. Students who wish to learn about the growth, development, and mental and physical health of children, and foster in themselves a rich sensibility.
  5. Students who are willing to contribute to the community in collaboration with people from diverse backgrounds.
  6. Cheerful and positive students, who possess an interest in, an understanding of, and the capability to play an active role in pre-school education alongside the children.

(For the purposes of study, upon enrollment, we request that students have acquired the following)

We request that students passionately take part in their high school classes and learn all available content. The basic academic abilities acquired are indispensable when acquiring the knowledge necessary, as a teacher for a kindergarten or a nursery school teacher, to support a child’s learning, and their mental and physical growth and development. Additionally, we request that students take an interest in, and independently think about, a wide variety of activities and social issues; students should attempt to collect a diverse collection of experiences through the active participation in extra-curricular and volunteer activities.

Training Course for Yogo Teachers(Nursing Teachers)

Program Overview

The Okayama University Faculty of Education considers education to be an important means of maximizing human potential. Our goal is to produce creative graduates who through the teaching and researching of educational theory and practice, will go on to participate actively in all fields of education.

The Yogo Teacher Education Course enables students to systematically learn nursing fundamentals beginning in the first year, such as; the growth and development of children; the mechanism of mind and body; life, environment, society and health; and the methods behind the establishment and support of health. The course offers lectures and practical training opportunities based on the basic theory necessary, as a school nurse, to successfully understand and support children. This course enables students to acquire the practical teaching abilities to educationally support children regarding their mental and physical developmental issues and problems, to manage a nurse’s office, and to cooperate with others both inside and outside of school.

* Yogo teacher is a teaching staff specifically licensed who supports children’s growth and development through health education and health care. The support is conducted based on the idea of Health promotion in the all of educational activities.

Profiles of Exemplary Candidates

  1. Students who possess basic academic abilities, and a passion, understanding, and enthusiasm for school education.
  2. Students who enjoy working with children.
  3. Students who are eager to instill in children the joy of learning.
  4. Students who wish to learn about the growth, development, and mental and physical health of children, and foster in themselves a rich sensibility.
  5. Students who are willing to contribute to the community in collaboration with people from diverse backgrounds.
  6. Students who possess an interest in, understanding of, and passion toward the job of a school nurse.
  7. Students who would like to foster independence, social abilities, and creativity, by means of their participation in the tutorials and practical activities.

(For the purposes of study, upon enrollment, we request that students have acquired the following)

We request that students passionately take part in their high school classes and learn all available content. The basic academic abilities acquired are indispensable when acquiring the learning necessary, as a nurse-teacher, to support a child’s learning, and their mental and physical growth and development. Additionally, we request that students take an interest in, and independently think about, a wide variety of activities and social issues; students should attempt to collect a diverse collection of experiences through the active participation in extra-curricular and volunteer activities.