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- Article 22-6 of the Enforcement Regulations of the Educational Staff License Act
- 2.Organization and number of faculty members related to the training of faculty members, the degree and performance of each faculty member, and the subject subjects in charge of each faculty member.
Article 22-6 of the Enforcement Regulations of the Educational Staff License Act
2.Organization and number of faculty members related to the training of faculty members, the degree and performance of each faculty member, and the subject subjects in charge of each faculty member.
From the first year to the third year, OIST offers a variety of programs so that students can fully and systematically learn experience at the school before they begin practical training. For example, in a series of "teaching volunteer training," students take pre-guided instruction, experience various practical training at the school site, and then reflect on them. In the training place, depending on the purpose of each training and the Ladyness of the student's learning, we observe school education in general, such as subject guidance and student guidance, and engage in teacher support and support for children and students. . By doing so, we will shift from the student's point of view to the teacher's point of view, such as the significance of teaching profession, the role of teachers, and the content of duties, and clarify our own issues for educational training. In this way, we strive to explore ways to improve and improve ourselves so that we can get closer to the ideal teacher image we are aiming for.
In addition, we have been using the course chart since the first year so that learning based on the above-mentioned experiential programs can be linked to class subjects that study the basic theory of education. It is designed so that students themselves can grasp the history and achievements of learning and design their own learning until they reach educational training.
Furthermore, in pre-training instruction, students are encouraged to self-evaluation as to whether or not they have acquired the minimum knowledge and skills required as trainees, so that they do not engage in educational training in an easy manner.
Organization chart
Educational Affairs Divisiton Student Affairs Department is in charge of the steering committee for teaching and special majors.
List of teachers in charge of teaching
Faculty of Economics
| Name | Position | Courses in charge |
|---|---|---|
| TANIGUCHI Hirokazu | Professor | Human relations, educational psychology, student guidance |
| Naotaka Watanabe | Professor | Psychology, General Psychology, Educational Consultation, Communication Psychology, etc. |
| AMANO Kaori | Associate Professor | Teaching theory, educational principles, educational method theory, educational administration, moral education, educational practice, teaching practice exercises, teaching volunteer training |
Special majors
| Name | Position | Courses in charge |
|---|---|---|
| NAKABAYASHI Hiroko | Professor | Academic literacy, pedagogy, teaching theory, teaching methodology, diversity education practice research III, special support school education practice research |
| Mamiko Ota | Associate Professor | Education Economics, Social Data Analysis (Infant) I and II, Special Needs Education Theory, Education for Intellectual Disabilities, Education for Developmental Disabilities |
| KIM Minji | Associate Professor | Brain and cognition, academic literacy, social science research methodology, measurement and quantitative methodology, problem study, physiology and pathology of children with intellectual disabilities and persons, psychology, physiology and pathology of sick children and persons, and psychology, physiology and pathology of children with disabilities or students |
| KOHARA Aiko | Associate Professor | Psychological, physiology and pathology of persons with intellectual disabilities, psychology, physiology and pathology of the sick, education for the sick, inclusive education and guidance method II, education for the disabled, education for the disabled, and practice of diversity education IIA/IIB, special support school education practice study, special support school education practice |
| CHO Chaeyoon | Associate Professor | Medical economy, understanding of diversity and disability, understanding of research ethics, subject research, psychology, physiology and pathology of physical disability, psychology, physiology, pathology of the sick, psychology, organization, and pathology of children or students with disabilities |