Admissions Policy, Curriculum Policy, and Diploma Policy｜Hyogo University of Teacher Education

About HUTE

Admissions Policy, Curriculum Policy, and Diploma Policy

Faculty of School Education
Graduate School of Education
Master's Program
Graduate School of Education Advanced Professional Development in School Education
The Joint Graduate School (Ph. D. Program) in Science of School Education

Faculty of School Education

Admissions Policy

To meet society's future needs regarding educators, the Faculty of School Education, at Hyogo University of Teacher Education prepares teachers to have a sense of purpose, an area of specialization, and to maintain individuality. These teachers should have comprehensive knowledge and an understanding of children's growth and development, a broad perspective, and practical skills to respond appropriately to the challenges of education, and rich humanity.

Applicant Eligibility

We seek applicants who have the following qualities:
- Students who have completed a wide range of courses and subjects in high school and who have thoroughly mastered fundamental knowledge and skills.
- Students who have the attributes, such as initiative, sound judgment, effective communication skills, and other abilities necessary to identify issues on their own, explore solutions, and present their findings.
- Students who are kind and considerate, have good communication skills, and are willing to work independently and in cooperation with other teachers, students, and parents/guardians of diverse backgrounds.
- Students who are highly motivated to become excellent teachers actively engage in educational programs, and continuously develop their teaching skills.

Basic Admission Policy

Applicants will be accepted if they have a strong desire to become teachers. We select applicants through a comprehensive selection process that includes the Common Test for University Admissions, selecting recommended applicants, and a general selection process (first and second stages). Applicants will be assessed on a multifaceted and comprehensive evaluation of the following three elements of academic ability: (1) knowledge and skills, (2) an ability to think, make decisions, and express themselves, and (3) an attitude to learn independently and in cooperation with a range of people.
In each screening category, applicants are assessed based on the three elements of academic abilities and other considerations, as shown in the Appendix.

Comprehensive Selection
We will comprehensively evaluate applicants who have excellent skills and specialties through a personal interview (including a presentation) based on the report from the applicant's previous school, the "Statement of Reasons for Applying to be a Teacher," a "Report on Achievements," and a "Study Plan." We will confirm whether applicants have a strong desire to become a teacher and the qualities and abilities suitable for becoming a teacher at this stage.

Selection of Recommended Applicants
Applicants who are recommended by their high school principal as possessing extremely desirable qualities and abilities required to be teachers are assessed regarding their future suitability as teachers based on their scores on the Common Test for University Admissions, and an interview conducted based on content of the report issued by the high school and an essay in which the applicant describes his or her reasons for becoming a teacher as well as the activities the applicant has participated in at his or her high school.

General Selection (first period)
Applicants are evaluated based on the results of t the Common Test for University Admissions, an essay, and a group interview referring to the report issued by the high school and the essay in which the applicant describes his or her reasons for becoming a teacher as well as the activities the applicant has participated in at his or her high school.

General Selection (second period)
Applicants are evaluated on their knowledge and academic abilities in their areas of specialization based on their scores on the Common Test for University Admissions, and interviews on their areas of specialization referring to the report issued by the high school and an essay in which the applicant describes his or her reasons for becoming a teacher as well as the activities the applicant has participated in at their high schools.

Required Subject Achievement Before Admission

Sufficient basic knowledge and skills equivalent to high-school graduation

Curriculum Policy

The bachelor's degree program (Faculty of School Education) at Hyogo University of Teacher Education has established and implemented a systematic curriculum to train teachers who will continue to learn (teachers who will continue to improve their expertise), based on the Standards for Initial Teacher Education that are defined in the Diploma Policy.

Curriculum

The curriculum consists of the following courses:

Liberal Arts Courses
Liberal Arts Courses include Courses in Academic Skills, Exploration of Social Issues, Fundamentals of Science and Mathematics, Global Studies, and Expressive Communication, with the aim of developing teacher's fundamental knowledge required in today's complex and rapidly changing society.

Core Courses for Teaching
To develop the essential qualities and competencies for educators across diverse educational activities, Core Courses for Teaching include courses in Education, Development and Psychology, Cooperation and Collaboration, and Inclusive Education, with the aim of cultivating qualities and abilities that are required in all forms of education.

Courses on Instructional Content and Methods of Instruction
Focusing on the qualities and competencies necessary for specific educational activities, including instructional methods and student guidance, Courses on Instructional Content and Methods include Courses on Theories of Learning and Teaching, Contents and Methods of Childcare, Subject Contents in Elementary School Curriculum, Methodology in Subjects and Areas in Elementary School Curriculum, STEAM Education, ICT, Information and Data Utilization, Classroom Management and Student Guidance, and Teaching Support, to cultivate qualities and competences necessary for teachers to engage in various educational activities, such as learning and instruction and student guidance.

Specialized Subject Courses
To advance specialized expertise in subject-based education and early childhood education, Specialized Subject Courses offers advanced courses in teaching subjects and early childhood education, equipping students with specialized expertise in these areas.

Courses on Inquiry and Reflection on Teaching
Aimed at fostering the continuous enhancement of professional expertise for educators, Courses on Inquiry and Reflection on Teaching include Career Development in Teaching, Teaching Practice, and Internships to develop qualities and competence to enable continuing professional development as teachers.

These courses include required courses that form the core of the "Foundations of Teaching" and elective courses to develop one's expertise based on one's own interests. These courses are systematically arranged from the first year to the fourth year. The correspondence between each course and the "Foundations of Teaching" is shown on the curriculum map that helps students to understand the relationship between the subjects and the Foundations for Teaching.

Policy for Implementation

The objectives and content of each course, class formats, grading methods, items and criteria and their correspondence to the "Foundations of Teaching" are clearly stated in the syllabus. Students are expected to select and enroll in courses by referring to syllabi.
The course formats include "lectures" to understand theoretical concepts and to develop awareness, "seminars" to acquire skills and the ability to think and judge through experience, and "laboratory" courses and "practical training" to engage in reflective practice through actual experience. Practical training includes a "practicum" that involves practical experience at school and at social education facilities.

Academic achievement is assessed fairly and rigorously in accordance with methods of grading (examinations, reports, presentations, etc.) as indicated in the syllabus for each course. The development of the qualities and abilities indicated in the Standards for Initial Teacher Education is comprehensively evaluated based on a portfolio that includes courses corresponding to each of the "Foundations of Teaching," various outcomes of independent study and experience, self-evaluations, peer evaluations, and evaluations by university faculty members. At the end of each academic year, students review their portfolios and discuss their academic plans for the following year. In the fourth year, students undergo a final check to determine if they have developed the qualities and abilities that enable them to continue their professional learning as teachers and to identify their own challenges for their future growth.

Improvement of Education

In order to improve and enhance the curricula shown above, each course is constantly and systematically improved based on class evaluations by students.

Diploma Policy

Hyogo University of Teacher Education seeks to comprehensively conduct theoretical and applied research in various sciences related to education. Hyogo University of Teacher Education also seeks to train teachers with creative intelligence and a love for humanity to contribute to the development of culture and society.
The undergraduate program (Faculty of School Education) aims to train teachers who have a rich sense of humanity and solid practical skills and those who can continue to learn (teachers who can continue to improve their expertise) to create new form of education in today's complex and rapidly changing society. The specific qualities and abilities that students acquire as a starting point to continue learning as a teacher are listed as follows.

Basic qualities as a teacher
Ability to acquire the basic knowledge of a teacher that constitutes the foundation of all education, and also to acquire the ability and mindset to continue to increase that knowledge

Ability to form and utilize diverse relationships
The ability and mindset to understand the way to collaborate and cooperate with colleagues, parents/guardians, the community, and other relevant organizations and the ability and mindset to promote their own efforts to achieve quality education through collaboration and cooperation

Ability to understand children
The ability and mindset to comprehend theories related to children's physical and mental development and learning, to accurately ascertain each child's situation, and to utilize that understanding in learning instruction and student guidance

Ability to deal with children who need special consideration and assistance
The ability and mindset to comprehend theories that are related to the characteristics of children who need special consideration and assistance. Also, it means the ability and mindset to comprehend theories that are related to the way to consider the systematic institutional and specific methods to assist those children. Besides, it means the ability and mindset to device practical ways and methods to assist those children.

Ability to conduct learning instruction and childcare in various subjects and areas
The ability and mindset to understand theories related to instructional content and methods of instructions that are needed to provide learning instruction and childcare in various subjects and areas. Also, the ability to design and implement learner-centered classes and childcare, and to devise and improve classes and childcare by continuously questioning one's own viewpoint on learning and classes

Ability to manage classroom and to provide student guidance
The ability and mindset to understand theories related to classroom management and student guidance, and the ability and mindset to develop and improve one's own practices

Ability proactively to utilize ICT and informational and educational data
The ability and mindset to understand theories related to [1] information-related education to cultivate information literacy as an educational basis, [2] to instructional methods of various subjects and areas and childcare, [3] to utilization of ICT and educational data in classroom management and student guidance, [4] to informatizing of school duties. Also, the ability to promote one's own use of ICT in education.

Ability to continue learning as a teacher
By activating the qualities and abilities that are shown from 1. to 7. above, the ability and mindset to always demonstrate "the ability to ask questions and establish topics," "the ability to explore and implement," and "the ability to reflect and improve," to continuously improve one's expertise as a teacher, and to devise new practices in order to solve educational issues

The curriculum standards required to develop these qualities and abilities are defined in the Standards for Initial Teacher Education. The Standard for Initial Teacher Education indicate 19 "Foundations of Teaching" that are needed to develop the qualities and abilities described in 1. to 8. above, and they also structurally indicate the relationship among the reflective learning process, learning opportunities, and learning communities.
The degree of Bachelor of School Education is awarded to those who have earned the credits specified in the curriculum based on the Standards for Initial Teacher Education and those who are recognized as having acquired a wide-ranging education, specialized and practical knowledge in education, and the ability to develop as a teacher.

Graduate School of Education

Master's Program

Admissions Policy

In response to our society's requests to improve the qualities and abilities of teachers and professionals involved in school education, the Graduate School of Education, Hyogo University of Teacher Education aims to provide excellent opportunities for advanced research and professional development appropriate to students' career stages, including in-service teachers' advanced professional competences and pedagogical skills and pre-service teachers' basic instructional skills, and to carry out practical research conducted within school contexts based on the ideal for graduates of each field and course.

The Master's Programs in School Education
1. Academic Goal
The Graduate School of Education (the Master's Programs) aims to develop professionals involved in school education according to their career stages, by promoting practical research in the field of school education, from in-service teachers with advanced expertise and instructional skills to pre-service teachers with excellent practical skills.

2. Ideal applicants' profile
Ideal applicants should have a sense of mission and passion for being involved in research and practice in education. They are in-service teachers who seek to improve their own capabilities and pre-service teachers who aspire to become teachers in elementary and secondary schools with excellent expertise and practical skills.

3. Basic admission policy
Applicants are admitted when they are considered to possess outstanding potential and aptitude after completing a comprehensive evaluation of their written and oral examinations and their application documents.

Human Development Education
1. Academic Goal
In response to today's increasingly diverse issues in education, Human Development Education promotes comprehensive research on human development and education, based on pedagogy, psychology, and other related disciplines, with an emphasis on school education and integrating perspectives on lifelong development and collaboration among schools, families, and communities. It aims to develop professionals, including in-service teachers with advanced expertise and instructional skills and pre-service teachers with excellent practical skills.

2. Ideal applicant profile
Applicants should be those with basic knowledge of pedagogy, psychology, and other related sciences and a desire to enhance their advanced theoretical and practical abilities and educational leadership skills.

3. Knowledge and competencies required by the applicants
Basic knowledge and skills in education, psychology and other related disciplines.

Special Needs Education
1. Academic Goal
Special Needs Education aims to develop practitioners with advanced expertise and practical skills, based on their understanding of the development and characteristics of children with disabilities while conducting research and education related to special needs education, psychology, physiology and pathology, and teaching methodology for children with special needs. In addition, by promoting practical education and research in areas such as individualized support for children with special needs, development of instructional skills necessary for inclusive education, and special needs education coordinator activities, the program aims to develop students' professional expertise according to their career stages, from in-service teachers with advanced expertise and practical leadership skills and pre-service teachers with excellent practical skills.

2. Ideal applicant profile
Ideal applicants should have a basic knowledge of various disciplines related to special needs education and seek to enhance their advanced theoretical and practical abilities and educational leadership skills

3. Knowledge and competencies required by the applicants
Knowledge and skills in basic sciences related to special needs education

Curriculum Policy

In order to cultivate educators and professionals in psychology who possess outstanding educational abilities, humanity, and high levels of specialization through comprehensive and specialized research related to the practice of school education, the Master's Program of HUTE Graduate School of Education organizes and offers a curriculum consisting of courses that integrate theory and practice to contribute to education. According to the policies listed below, the program provides students with the opportunity to conduct research and develop their abilities in the fields of school education, which fulfill the requirement described in the Diploma Policy.

I. Curriculum structure and educational content
The curriculum of the program consists of Core Courses, Major Courses, and a Research Seminar.

1. Core Courses consist of courses on educational contents, practical theories, and methodologies that enable students to gain a background understanding in education and comprehensive and specialized knowledge on the characteristics of children, and as educators and professionals in psychology, and become able to apply their knowledge to solve problems in educational practices.
2. Major Courses consist of Specialized Courses, a Research Project to develop inquiry skills, and courses for overseas students, which enable students to attain a wide range of knowledge on subjects and other areas and the ability to integrate theoretical and practical knowledge. In addition, there are various programs for teacher development offered to satisfy a wide range of educational needs.
(1) Specialized Courses consist of the following Subject Area Courses, which advance students' expertise as teachers or as psychologists and enable them to gain knowledge to deal with a diverse range of educational issues and a knowledge-based society.
(i) Specialized Area Courses, which enable students to gain specialized knowledge and learn disciplines in various subjects and advance students' professional development, are offered in Human Development Education.
(ii) Extended Courses offered in Human Development Education deal with various interdisciplinary subjects that integrate content across different fields and enable students to conduct research from wider perspectives in response to diversified educational issues and to advancing our knowledge-based society.
(iii) Courses on the Theory and Practice of Special Needs Education deal with relevant theories and practices which enable students to acquire advanced levels of expertise as educators and specialists.
(iv) Courses on Understanding Special Needs Education for various situations enable students to respond to diverse educational issues and conduct multifaceted research from a broad range of perspectives.
(2) The Research Project to develop inquiry skills enables students to reflect objectively on their practical experience and other activities related to their research topics and continue to develop and explore theories.
(3) Courses for Overseas Students deal with Japanese as a second language, characteristics of the philosophy and system of education in Japan, and compare educational systems.
3. Research Seminars serve to help students improve their abilities to conduct research in their areas of specialization and enable them to complete their degree theses and other research outputs.

II. Learning methods
Through lectures, seminars, experiments, technical training, and teaching practicum in each of the above courses, students gain knowledge of their areas of specialization and research methods for integrating theory and practice and investigate their research topics by applying proactive approaches to research through active learning. In addition, through this process, students reflect on and self-check the development of their skills and abilities, and learning listed in the Standards for Teacher Education (Graduate School version).

III. Evaluation of academic results
Student's academic performance in each course is evaluated by the criteria outlined in the syllabus under the "Topics and Goals of the Course," which are specifically based on the Graduate School grade evaluation standards.
Degree theses and other academic requirements are examined strictly and fairly by a review committee based on a set of criteria, including research approach, logical coherence, information-seeking capability, thesis structure, and originality. A final examination may also be utilized to determine pass/fail status.

In the evaluation of theses and other academic requirements, a Thesis Examination Committee is established to conduct a rigorous and fair evaluation using the guidelines and criteria of research attitude, logic, information-seeking ability, thesis structure, and originality.

Diploma Policy

The Degrees of Master of School Education are awarded to students who have completed the program for at least two years (at least three years for students enrolled in the Long-term Degree Completion Program), and have earned the required number of credits, demonstrated abilities and skills listed below, taken the required research guidance, and passed the master's thesis examinations and final evaluation processes.

Ability to objectively reflect on their educational practices and activities and to continuously explore and develop theories for practice.
Comprehensive and specialized knowledge of educational theories and characteristics of children and the ability to solve issues by applying their knowledge in educational practice.
Ability to integrate theoretical and practical knowledge based on a wide range of knowledge on subjects and other areas.

Advanced Professional Development in School Education

Admissions Policy

1. Academic Goal
The Graduate School of Education (Professional Degree Program) aims to cultivate students with in-depth knowledge and outstanding abilities needed for teaching practice. In the field of school education, they will gain a high degree of specialization to develop into specialists. In relation to their career stage, this may mean they will become mentor teachers who are equipped with practical and applied skills or novice teachers who can contribute to the development of the school community.

2. Ideal applicant profile

Experienced teachers, who are knowledgeable of pedagogical theories necessary for leadership in schools and communities and wish to become school leaders with advanced practical skills.
Pre-service teachers, who wish to become practitioners with teaching skills necessary for the development of the school communities, in addition to their skills and abilities acquired at the undergraduate level.
International applicants, who wish to learn about the Japanese style of education and contribute to broad-ranging improvements in education in addition to their potential skills acquired in their own countries.

3. Basic admission policy
Applicants are admitted when they are considered to possess outstanding potential and aptitude for teaching after completing a comprehensive evaluation by assessing the results of written exams, oral exams, and application forms.

4. Knowledge and competencies required by the applicants
In-service teachers: Professional knowledge, skills, and teaching abilities necessary for teaching in schools and the community
Pre-service teachers and others: Basic knowledge and skills in school education

Curriculum Policy

The Professional Degree Program of the Graduate School of Education organizes and offers a curriculum based on the policy outlined below. Focusing on educational processes that integrate theory and practice to contribute to education, the program consists of the following subject categories, which fulfill the requirement specified in the Diploma Policy. The program ensures opportunities to study and improve abilities in the area of school education and enables students to gain the qualities and abilities as educators and combine their advanced expertise, practical abilities, and applied skills to address a wide range of contemporary educational needs.

I. Curriculum structure and educational content
The curriculum consists of Core Courses, Specialized Courses, an Internship, and Fieldwork.

1. The Core Courses consist of the fundamental areas of knowledge needed to take on leadership roles in school education and gain the ability to contribute to the innovations of school education through in-depth knowledge and solid professional discernment.
2. The Specialized Courses develop teachers with the practical research abilities needed to address various issues in the field of school education, and knowledge gained through practical case studies carried out in structured, systematic ways and applying fundamental theories. This enables them to solve issues related to school education in systematic ways by attaining outstanding practical, applied, and management abilities together with high levels of specialization as educators.
3. The Internship and Fieldwork are intended to strengthen students' abilities to reflect on their pedagogical practices and activities objectively, and to continuously explore and develop theories to contribute to the innovations of school education, to solve problems in school education systematically, and to recognize the importance of building cooperative relationships with colleagues, guardians, and the community. For these purposes, the internship and fieldwork provide opportunities to experience and research activities in schools and educational administration.

II. Learning methods
Through lectures, seminars, laboratory work, technical training, and practical training in each of the above courses, students gain knowledge of their areas of specialization and research methods, integrate theory and practice, adopt proactive approaches to research through active learning and other means, and investigate unique issues identified by each student. In addition, throughout this process, students are required to reflect on and self-assess their personal qualities, abilities, and learning specified in the Standards for Teacher Education (Graduate School).

III. Evaluation of academic results
Based on the grade evaluation standards established by the Graduate School, the evaluation of academic results is assessed according to evaluation perspectives that are suitable for the themes and objectives of each course as indicated in the syllabus.

Diploma Policy

The Degrees of Master of Education (professional) are awarded to students who have completed the Professional Degree program at HUTE for at least two years (at least three years for students in the Advanced Elementary Teacher Education [three-year] course and those enrolled in the Long-term Degree Completion Program), earned the required number of credits (for those in the Advanced Elementary Teacher Education course, earned the units needed to qualify for an Elementary School Specialized Certificate), and demonstrated the following abilities and skills.

Ability to objectively reflect on their teaching practices and activities and to continuously explore and develop theories for practice
Ability to contribute to the innovations of school education through in-depth knowledge and solid professional judgment
Ability to provide solutions to issues in schools in systematic ways with a high level of expertise as well as excellent abilities in practice, theory application, and management
Ability to build cooperative relations with colleagues, guardians, and the community

The Joint Graduate School (Ph. D. Program) in Science of School Education

Admissions policy

The Joint Graduate School (Ph.D. Program) in Science of School Education is a three-year postdoctoral course conducted jointly by six schools: Hyogo University of Teacher Education (as the core institution), Joetsu University of Education,Gifu University, Shiga University,Okayama University, and Naruto University of Education. It is intended to contribute to solutions to contemporary educational issues and qualitative improvements and reforms in school education, through establishing practice-based school education as an individual interdisciplinary field.
The program seeks students who aim to become researchers and specialist educators capable of conducting specialized research on school education practice at a high level and of carrying out independent research and practice in the fields of study of school education practice and course education practice.

Prerequisites for admission

Must possess specialized knowledge as a basis for research and practice
Must have sufficient language abilities to understand the materials and literature necessary to conduct research and practice
Must have the ability to conduct autonomous, active research from an academic perspective, with a critical mind

Basic policy on selection of applicants

Based on the Admissions Policy of the Joint Graduate School (Ph.D. Program), selection of applicants for admission is based on comprehensive consideration of the results of examinations and academic transcripts, to determine comprehensively whether the applicant possesses qualities such as specialized knowledge on the research field and essential language abilities and is capable of conducting research.

Curriculum Policy

1. Curriculum structure

The curriculum of the Joint Graduate School (Ph. D. Program) in Science of School Education offers courses in the following categories by integrates existing domains in the science of education and learning and instruction in interdisciplinary manners.
(1) General Core Subjects
A primary objective of the subjects is to develop comprehensive qualities and skills that enable students to comprehend educational issues accurately and present strategies for solving them through educational research.
(2) Specialized Subjects
The purpose of the subjects is to comprehensively examine individual research issues from a variety of specialized perspectives and to acquire problem-solving skills.
(3) Research Projects
Research projects aim to foster students' research skills by providing them with the knowledge and skills necessary to prepare and develop their doctoral dissertations.

2. Educational content and methods
The Graduate School provides educational content in line with the following details and methods for each field.

[Field of School Instruction]
The Field of School Instruction aims to develop practical theories and methods for school education and establish a system and methodology for clinical school education based on each joint course. Students will focus their research on real topics related to education and every day educational activities. They will carry out comprehensive research to identify practical courses of action and future directions while considering the development of children and students.
[Field of Instructional Development in Forefront Issues]
The Field of Instructional Development in Forefront Issues carries out research and development on practical programs to deploy science-based solutions to current issues in school education by integrating the results of academic research on school education with practical knowledge gained from high-quality educational practice in schools.
[Field of Content Area Instruction]
The Field of Content Area Instruction, based on the fundamental concepts of each joint course, offers courses on fundamental theories, content areas, and methodology, related to practical instruction and specialized subjects to help students to carry out educational research. In the fundamental theories, students pursue the rationale and objectives of each subject. The content areas aim to solidify the foundation of course content by integrating specialized subjects from pedagogical perspectives. In methodology, it promotes educational practice while investigating developmental aspects of cognition and behavior of young and school-age children. Furthermore, while integrating the three courses, the field develops a creative curriculum (fundamental principles in pedagogy) that will lead the next generation. In these ways, students will carry out comprehensive research that shows the direction and development of subject-related practices from the viewpoint of the development of children and students.

3. Evaluation of academic achievement
Evaluation is based on the criteria established by the Graduate School, including participation, reports, discussions, fieldwork, etc., and performance evaluation.
Following the Graduate School's standards for dissertation review, the Ph.D. dissertation is reviewed by the committee appointed by the Graduate School, and its pass/fail status is determined through the committee's review and the results of the final examination. Students who are to submit Ph.D. dissertations are required to pass the Ph.D. candidate's exam conducted by the Graduate School six months before the submittal of the Ph.D. thesis.

Diploma Policy

In The Joint Graduate School (Ph.D. Program) in Science of School Education, students who complete the required credits, undergo the research instruction, pass the PhD. defense and a comprehensive exam, and who have acquired qualifications and skills needed to perform practical education research both independently and cooperatively will be awarded a Ph.D. degree (Science of School Education).

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