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 addition to the qualities and abilities acquired in the bachelor's program and as a member of society, we seek applicants with the following characteristics:

• Those who are interested in the culture, history, and education of Japan and other countries, and wish to conduct research on traditional culture and international education, and to make use of the results to contribute to education in a wide range of fields.
• Those who have basic knowledge and skills related to the sustainable development of traditional culture and international education.
• Those who are willing to disseminate research results domestically and internationally, and possess communication skills with awareness of others who have different backgrounds

 Through research related to the sustainable development and education of traditional culture, and international education, students are expected to acquire the following qualities and abilities by the end of their studies. Students who have acquired these qualities, earned the prescribed credits, and passed the thesis review and final examination will be awarded a degree (Master of Education).

1. Advanced knowledge and skills that contribute to the sustainable development of traditional culture and the development of international education, as well as the ability to think, judge, and express oneself appropriately
2. Research skills to explore and solve issues related to traditional culture, its education, and international education, and to deepen one's expertise in these areas.
3. Ability to contribute to the realization of a multicultural society and the achievement of the SDGs from an educational standpoint.

We will systematically organize and implement educational programs based on the following objectives.

(1)Curriculum Organization Policy

1. The ""Common Core Courses"" (required) are placed at the beginning of the first year, and through fieldwork and lectures, students will develop the knowledge that will serve as a foundation for learning in this major and the ability to continue learning with enthusiasm, in order to motivate them to conduct research and clarify the purpose of their research.
2. The ""Practical Core Courses"" (required elective) are arranged to provide students with knowledge about the transmission of traditional culture (""Inheritance and Transmission of Traditional Culture""), the relationship between art and daily life (""Artistry and Practicality of Calligraphy""), and the creation of a multicultural society through intercultural communication (""Education for the Creation of a Multicultural Society""), through exercises and practices. The program fosters the ability to think, make judgments, and express ideas and skills.
3. Specialized courses are offered as ""Specialty Deepening Courses"" (required elective) to help graduate students solve their problems. These courses will bridge traditional culture education (including calligraphy) and international education to foster knowledge, skills, and the ability to think, judge, and express. In addition,fieldwork and field research at relevant institutions and educational organizations will be conducted in order to achieve a reciprocal exchange between theory and practice.
4. The ""Theme Research"" (required) integrates the studies in the ""Common Core Courses"", ""Practical Core Courses"", and ""Specialty Deepening Courses"" as a seminar, and fosters research skills.
5. Research guidance is provided for the preparation of master's theses and the production of master's works, fostering the qualities and abilities to explore and solve problems and to present the results of such research.

(2) Policy on education and learning methods in the curriculum

 Our faculty members share a common perspective and content regarding the development of human resources who can contribute to the realization of a sustainable
and multiculturally convivial society, and promote education collaborately. In addition, as a place where international and Japanese students can study together, we will
strive to create a learning environment and support system where students can learn from each other, making use of their respective experiences and knowledge.

(3) Policy on Evaluation of Learning Outcomes

 In all courses, the department will establish objectives to achieve in line with the philosophy, objectives, and curriculum framework of the department, share the
achievement objectives, and evaluation methods with students and faculty through syllabi, and conduct grade evaluation accurately and rigorously. Examination
criteria for the dissertation will be established, and multiple examiners will be selected to conduct a rigorous review of the dissertation. In addition, the results of the
evaluation of grades and the results of class evaluations by students are inspected, and efforts are made to evaluate and improve the curriculum in order to assure the
quality of education."

In addition to basic qualities and abilities as a teacher, gained through our curriculum, classroom experience, life in society,
and so forth, the university is looking for students who have clear and specific issues they want to tackle, and the desire to
continue learning as a teacher engaged in the development of people capable of creating a sustainable society.
Graduates of undergraduate or graduate schools
We are looking for students with the goal of mastering one of the following through research.

• High-level practical skills relating to class management, Education for Sustainable Development (ESD), and ICT
• High-level practical skills relating to student guidance, school counseling, early childhood education, and inclusive education
• High-level practical skills relating to guidance on courses of study Current teaching professionals

We are looking for students with the goal of mastering one of the following through research, and playing a leadership
role in schools, communities, and education administration.

• High-level practical skills enabling leadership of an entire school in the areas of school management, class management, Education for Sustainable Development (ESD), and ICT
• High-level practical skills enabling leadership of an entire school (including daycare and childcare centers) in the areas of student guidance, school counseling, early childhood education, and inclusive education
• High-level practical skills enabling research on courses of study Degree Conferment (Diploma) Policy

 As teachers cultivating people capable of creating a sustainable society, students who acquire the following qualities, earn the prescribed credits, and pass the thesis review and final examination will be awarded a degree of Master of Education (Professional).

1.  Research skills and high-level practical skills enabling investigation and solution of educational issues.
2.  Qualities and abilities the student wants to acquire.
3.  High-level practical skills enabling leadership of new approaches to future school education by exploiting expert knowledge and practical skills.

We will systematically organize and implement educational programs based on the following objectives.

(1) Curriculum Organization Policy

1.  "Department Common Courses" (five common areas) provide instruction regarding the basic issues of school education, from the perspective of both theory and practice, and cultivate practical skills enabling students to deal with those issues. "Theory and Practice of ESD-SDGs" is placed here to promote "Creating teachers able to help create a sustainable society," one of the Three Pillars of Nara University of Education.
2. "Practical Courses" include "Practical Training Courses" and "Exercise Courses." Practical Training Courses develop high-level practical skills enabling students to investigate and resolve issues, through experience including classes, guidance support, and school duties. Exercise Courses develop practical skills enabling students to handle new forms of education for the coming era.
3.  "Research Courses" develop research skills for solving the student's own issues, and the ability to crossover between theory and practice. Also, an attitude of continual learning is fostered by having students summarize research results, studies while at the university, and abilities they have mastered as a degree research report.
4. "Specialization Courses" include School Education Management Courses, Educational Progress Support Courses, and Curriculum and Instruction Courses, and these courses develop practical skills corresponding to each course.

(2) Policy on education and learning methods in the curriculum

Our faculty members share a common perspective and content, and provide education through a collaborative system, regarding the qualities and abilities of a teacher with the ability to cope with urgent educational issues in school settings, and high-level expertise and practical skills enabling cultivation of people capable of creating a sustainable society. We also strive to create a learning environment and support system where students can learn from each other, making use of their respective experiences and knowledge.

(3) Policy on evaluation of learning outcomes

In all courses, the department will establish objectives to achieve in line with the philosophy, objectives, and curriculum framework of the department, share the achievement objectives, and evaluation methods with students and faculty through syllabi, and conduct grade evaluation accurately and rigorously. In addition, the results of the evaluation of grades and the results of class evaluations by students are inspected, and efforts are made to evaluate and improve the curriculum in order to assure the quality of education.