ABSTRACT
In the 1990s, the central government invited several advisory councils to assist in introducing new policies for Japanese education to adapt to global standards in economic and political terms. The Ministry of Education (MoE) also invited the Central Council for Education (CCE). Each council deliberated on the relevance of school curricula, the efficiency of school management, and efficient strategies for the improvement and enhancement of the teaching force. Lifelong learning schemes were to be developed as part of a national network, and new standardized courses of study introduced to all schools from primary to secondary levels. Against strong criticism from the teaching force, MoE decided to introduce new criteria. Requirements for teaching certificates were increased, as is described later in this chapter. The teaching force was to be developed as a strong foundation to the education system. We will examine in this chapter two key aspects of policy and change affecting teacher education: firstly, the main education policies underlying teacher education and secondly, innovation in teacher education past and present.
