(1) Teacher training organization
Founded in 1888, Kyoai Gakuen is the oldest private school in Gunma Prefecture, and has developed its educational activities based on Christian principles, upholding the biblical phrase "mutual love = coexistence." In 1999, Kyoai Gakuen Women's Junior College was reorganized to open KYOAI GAKUEN UNIVERSITY, which established the Faculty of International Studies. The educational goal is to "train individuals who have insight and insight into the state of the international community and who can deal with the various issues facing local communities as a result of internationalization," and the school places a primary focus on developing local human resources.
Until 2025, the school will be small, with one faculty, one department, and two majors (School of International and Regional Studies, Department of International and Regional Studies, and International and Regional Childhood Education majors), but will offer a diverse curriculum and operate five course models (English Communication, International Studies, Information and Management, Psychology and Human Culture, and Childhood Education). In 2026, the junior college will be merged into the university, and a new Faculty of Digital Co-Creation will be established. This will result in two faculties (School of International and Regional Studies and School of Digital Co-Creation), each with one department (Department of International and Regional Studies and Department of Digital Co-Creation). The Department of International and Regional Studies will have two majors (International and Regional Childhood Education majors) and operate six course models (English Communication, International Studies, Management, Psychology and Human Culture, School Education, and Early Childhood Education and Childcare).
The teacher training course, which is the core of teacher training, is accredited to provide first-class junior high school teaching licenses (English and social studies) and first-class high school teaching licenses (English, geography, history, and civics) to students majoring in the Department of International Studies and Department of Regional Child Education, and first-class elementary school teaching licenses and first-class kindergarten teaching licenses (from 2026, applications are currently pending) to students majoring in the Department of International Studies and Department of Regional Child Education.
(2) Philosophy of teacher training and purpose of establishing the certified course
The goal of our teacher training program is to develop local talent. This goal is based on the recognition that school teachers are extremely important local talent, as they work in close connection with the local community, continue to walk alongside the community, and are directly involved in developing future local talent.
The purpose of establishing the teacher training course is to lay the foundation for regional development through teacher training as a concrete effort to further contribute to the local community, based on the basic mission of the Department of International and Area Studies, Faculty of International and Area Studies, which is to "train human resources who have insight and insight into the state of the international community and can deal with various regional issues that arise from internationalization."
The ideal teacher that our university aims for is one who possesses the five universally required qualities and abilities, as well as three that will be particularly required in the coming era, and who is able to further enhance educational activities rooted in the community, possesses both high quality and broad knowledge, and is able to walk alongside the community.
The five universally required qualities are "a sense of mission as an educator," "a deep understanding of human growth and development," "an educational love for infants, children, and students," "specialized knowledge of subjects," and "broad and rich culture." The three qualities that will be particularly required in the coming era are "the qualities and abilities to act with a global perspective," "the qualities and abilities required of members of society living in an era of change," and "the qualities and abilities inevitably required of the duties of a teacher."
(3) Teacher training plans
The teacher training plan is formulated as a curriculum for the teacher training course based on the university's curriculum organization policy. The university has created an environment where students aiming for any license can study a wide range of academic fields. The teacher training course curriculum is organized in accordance with the "Core Curriculum for Teacher Training Courses," and the systematic structure of the subjects is shown in the course tree.
Furthermore, in order to realize independent, interactive, and in-depth learning, active learning such as presentations, group discussions, and mock lessons is actively incorporated to cultivate the ability to identify and solve problems. Many of the "subjects related to the teaching profession" and "subjects related to a basic understanding of education" are structured around active learning, and not only do they develop students' own problem-identifying and problem-solving abilities, but they also provide hands-on learning on how to put active learning into practice as teachers.
The learning outcomes that should be developed through teacher training education are set out in the Teacher Training Diploma Policy based on the "Policy for Graduation Certification and Degree Awarding," and the progress of these is visualized in the "Teacher Training Course Record." Learning indicators are also clearly stated in the syllabus based on the diploma policy, and after examining the course system for the curriculum, comprehensive, systematic, and organic education is provided to be realized in a globalizing society. In addition, while ensuring the systematization of teacher training courses with each other and with other departmental subjects in light of the department's educational goals, the content is devised to correspond to modern school education. In classes, the teacher is responsible for creating teaching materials and formulating evaluation criteria.
We aim to develop information literacy skills by utilizing ICT equipment. The goals and grading criteria for each course are clearly stated in the syllabus.
(4) Relationship between teacher training and the local community
Regarding the relationship between our university and the local community, we signed a memorandum of understanding with the Maebashi City Board of Education in 2008 regarding cooperation between KYOAI GAKUEN UNIVERSITY and the Maebashi City Board of Education, where our university is located.
In 2013, a memorandum of understanding was signed between Maebashi Municipal Kosai Elementary School and KYOAI GAKUEN UNIVERSITY on the Regional Cooperation Council. Based on this, the university actively accepts teaching practice students and provides school support volunteers. In terms of personnel, the university also promotes personnel exchanges, hiring retired principals and teachers from elementary and junior high schools in Maebashi as staff in the teacher support office and part-time lecturers.
Furthermore, since the establishment of the Department of Regional Child Education, the "School Field Study" program, which will be discussed later, has been conducted in collaboration with Maebashi Municipal Kosai Elementary School with the full cooperation of the Maebashi City Board of Education, and has included a one-week learning support program at the elementary school, as well as compulsory semester-long review studies. By providing students with opportunities for on-site school experience from an early stage, the program aims to develop future teachers with practical skills.
In neighboring Isesaki City, KYOAI GAKUEN UNIVERSITY and the Isesaki City Board of Education have signed a memorandum of understanding regarding support for educational activities at Isesaki City schools, including Yotsuba Gakuen Secondary School, and our university is positioned as a curriculum partner for Isesaki City schools. As with Maebashi City, we actively accept teaching practice students and provide school support volunteers. In the "Teaching Profession Practical Seminar," the Superintendent of the Isesaki City Board of Education visits the university every year to give lectures to students enrolled in teacher training courses who are about to graduate.
(5) Characteristic efforts in experiential activities at schools
"School Field Study" is a distinctive initiative for experiential activities at schools. Students enrolled in the teacher training course to obtain a first-class elementary school teaching license spend one week supporting learning activities at Maebashi Municipal Kosai Elementary School from their second to third year. During this period, they provide learning guidance (assisting with lessons in various subjects), after-school instruction (terakoya activities, etc.), and carry out learning support activities based on the needs of the elementary school. After completing the course, they undergo a review study at university. Furthermore, the "School Field Study" lesson briefing, pre-teaching, pre-visits, and follow-up instruction are conducted by university faculty. Individual last-minute instruction is provided the week before the learning support activity, and during the learning support activity week, the teacher in charge visits Kosai Elementary School to provide direct instruction.
(6) Teaching profession guidance
In terms of teaching training, the ideal teacher image that our university's teacher training program aims for is outlined at the entrance orientation held at the beginning of April each year. During the teacher training program guidance, we inform students of the qualities and abilities required of the teachers that our department aims to cultivate, and provide individual guidance as needed. In addition, we provide opportunities for students to accumulate results through self-evaluation using the "Teaching Training Course Chart" and reflect on what they have learned in class and their own learning progress.
Career support for teachers is provided primarily through the Teacher Support Office. The overall operation of the Teacher Support Office is carried out through consultations with the Teacher Training Center, while the specific practical work is carried out by the teacher support staff. The Teacher Support Office has two former teachers with experience in school administrative positions assigned as full-time advisors, who are responsible for providing information and consultations to students, as well as planning and running lectures and guidance sessions. The Office also has past question collections and reference books for teacher recruitment exams in Gunma Prefecture and neighboring prefectures, and students can visit the Office on a daily basis to obtain information on finding employment as a teacher and the teacher recruitment situation in their desired area.
The office strives to understand students' career aspirations and situations, and provides interviews, advice, and consultations as needed using the "Teacher Support Card." This allows the office to identify together with students the challenges they need to overcome in order to become the teacher they aspire to be. Furthermore, the office organizes and provides various information related to the teaching profession (teaching-related newspapers, magazines, teacher recruitment exam questions, etc.) to students.