Targeted Qualities and Abilities to be Acquired

1. To understand the basics of education, school education and teaching methods, to acquire the knowledge to give appropriate consideration and guidance to the various educational needs of children, and to be able to develop good qualities and the potential of each child. (Knowledge and skills)
2. To acquire basic guidance skills, to grasp the actual conditions of children from multiple perspectives, and to be able to guide children appropriately while utilizing the acquired skills effectively based on their actual conditions. (Knowledge and skills) (Thinking, judgment, and expression)
3. To understand the mission and responsibilities as an educator and to be able to work with others as a member of a school as a team to solve problems for the future of children and society. (Knowledge and skills) (Initiative, diversity, and collaboration)
4. To be able to integrate experiences gained through several practical training and volunteer activities, to create teaching plans appropriate to the diverse realities of the community and children, and to nurture leaders for a sustainable society. (Thinking, judgment, and expression) (Initiative, diversity, and collaboration)

Degree Requirements

Degrees are awarded to students who have earned the prescribed credits required for graduation and acquired the above qualities and abilities.

Curriculum Organization

1. Curriculum for two teaching licenses

   A curriculum that enables students to obtain a first-class primary school teacher's license and a curriculum that enables students to obtain a first-class special needs school teacher's license for the mentally handicapped, the physically handicapped, and the infirm, which is the basic license for teaching at special needs schools, special needs classes, and day classes, are offered.

2. Experiences and practical training to improve teaching skills throughout the four years

   From the first year to the fourth year, students will have opportunities for various field experiences and practical training ("Primary School Education Practicum", "Special Needs School Education Practicum", etc.) with the cooperation of local schools in order to learn about various educational sites in the region, to deepen their understanding of actual school education, to guide and support, and to acquire practical skills. Improving students' overall qualifications as primary school teachers and special needs school teachers is a priority.

3. Courses to develop teaching skills based on a solid understanding of children

   In order to develop practical leadership skills to deal with diversified educational issues such as bullying and non-attendance, subjects related to theories and practices of teaching children based on child understanding, career education, and educational consultation are offered.

4. Progressive advancement of subjects to enhance students’ teaching skills

   The subjects in the first-class primary school teacher’s license are arranged from the first year to the third year before their practical training so that students can deepen their understanding of the subject contents and enhance their practical teaching skills utilizing ICT, creating teaching plans, and conducting mock classes.

5. Practice special support education in settings with diverse needs

   In subjects for the first-class license to teach at special needs schools for the mentally handicapped, the physically handicapped, and the infirm, content is incorporated that enables students to practice education not only at special needs schools and special needs classes, but also for children with special needs who are enrolled in regular classes.

6. Consideration of issues related to children's education and special support education

   In the second semester of the third year, students are assigned to seminar-style research activities called "Special Research" in preparation for "Graduation Research" in their fourth year in which they explore and consider issues related to child education and special needs education.

Learning Methods

1. First-year education

   In "Freshman Seminar", first-year students learn the basics of academic study, including the creation of reports, charts, and presentations using ICT, as well as communication skills in group work.

2. Fundamental education

   In order to form the basis for a multifaceted understanding of various issues in society, students actively take common education courses from their first year and learn about human cultural and social activities, their relationship with society, mental and physical health, human diversity, and scientific thinking.

3. Career education

   Students learn to enhance their insight and ability to perform their duties as a member of society and learn the foundation for their career as a teacher. In addition, group work and discussions are actively incorporated from the first year of study to cultivate the ability to work in a group, to interpret others' opinions appropriately, and to learn independently.

4. Graduation research

   Using empirical research methods such as literature research, survey/experimental research, and case studies, students explore their own questions about various human and social phenomena, and compile and present the results of their research in a thesis. Through these activities, students will acquire problem recognition and solution skills, analytical skills using scientific methods, logical thinking skills, presentation skills, and the attitude to support others, which they have cultivated through their studies from their first year to their fourth year.

5. Specialized education

   In the first year, students study subjects related to basic understanding of school education and subjects related to primary school subjects which are the foundation of children's education.
   
   In addition, students study subjects related to psychology, physiology, and pathology of children and others with special needs, and acquire knowledge and skills in teaching and supporting children with diverse educational needs.
   
   In the third year, students deepen their knowledge and skills in the specific use of ICT, group management skills, and responses to various educational issues.
   
   Furthermore, students study curricula and teaching methods for children with special needs, acquire the ability to provide guidance and support from the perspective of special needs education, and participate in practical training at primary schools.
   
   In the fourth year, students learn the importance of guidance and support based on individualized educational support plans and various educational methods through practical training at special-needs schools.
   
   In addition, students participate in "Practical Exercise for Teaching" to learn more about the school scene and improve their qualifications as teachers in primary schools and special needs schools.
   
   First, in order to train teachers who can provide appropriate guidance and support to children with special needs, students are recommended to take subjects related to the first-class license for primary school teachers and subjects related to the first-class license for special needs school teachers for the mentally handicapped, the physically handicapped, and the infirm.
   
   Second, over the course of four years, students will engage in educational and support activities at local primary schools or special needs schools to learn about the flow of school life, including daily class preparation, instruction, and school duties, and how to respond to them. In particular, students will experience and learn how teachers appropriately grasp the actual condition of each child and develop educational activities while taking various measures, such as universal design of classes.
   
   Third, through visits to leading schools and lectures by educational administrators on the realities of education, students will acquire international understanding necessary to cope with the global educational scene, as well as the ability to grasp the realities of local child education and educational issues comprehensively and objectively. In addition, through exchanges with our university alumni in-service teachers, students will strengthen their vertical ties with alumni and acquire educational skills by building and utilizing a network.

Evaluation of the Academic Process/Outcomes

The academic process and outcomes in education based on the above learning methods will be evaluated as follows.

1. Grading of each subject is based on the evaluation of students' learning process and results in terms of "knowledge and understanding," "skills," "thinking, judgment, and expression," and "interest, motivation, and attitude," considering the achievement objectives of the subject. Strict evaluation is conducted so as not to concentrate on superior grades.
2. The relationship between courses and the qualities and abilities targeted for acquisition in the degree awarding policy will be clearly stated in the syllabi, and the degree of achievement in each of these qualities and abilities will be visualized based on the grades received in the courses taken.
3. To supplement course and study guidance through interviews with faculty members, students are encouraged to learn independently by self-evaluating and checking their abilities based on the degree of achievement of the qualities and abilities specified in the degree awarding policy and other academic achievement records in the college's study portfolio.
4. Graduation research is evaluated based on class participation and research efforts. Evaluation for graduation thesis (assignment setting, collection of materials and data, analysis of information, thesis structure, consideration of the theme, logic, objectivity, citations, references, compliance with copyright laws, etc.) and graduation research presentation (delivery and content of presentation), will be based on a rubric that standardizes the level of achievement from each evaluation aspect.

Desired Image of Students

We accept students who understand the above policies on degree conferment, curriculum organization and implementation, and who have the following motivation, attitude, and qualities.

1. Those with excellent insight, rich individuality, and vibrant energy.
2. Those who have acquired sufficient basic academic skills to become primary school teachers.
3. Those who can use their knowledge and skills to explore issues and consider solutions.
4. Those who have a strong desire to be involved in children’s education and hold a high appreciation for the growth of children.
5. Those who have productive communication skills and can work proactively on various issues in collaboration with diverse people.
6. Those who have enthusiasm for education and a sense of mission.

Competencies to be Acquired Prior to Enrollment

1. Knowledge and skills
   • The ability to acquire a well-balanced, broad range of basic academic skills and basic lifestyle habits in subjects and courses commonly studied up to senior high school.
2. Thinking, judgment, and expression
   • The attitude to have a broad interest in society, the ability to listen, speak, read, and write, to think independently, and to communicate to build good relationships with others. Moreover, the ability to read and understand texts and to express oneself logically.
3. Attitude to learn independently and collaboratively with diverse people

   The attitude to understand and accept diverse people and cooperate with them to engage in a variety of activities in one’s own way.

   • Active participation in a variety of activities with one's own ideas.