Teacher License Renewal Policy in Japan

Abstract

Purpose – The study examined: (1) the implementation of the 2009 Teacher License Renewal Policy (TLRP) by a large national university; (2) teachers’ responses to the TLRP, which requires teachers to take university courses to renew their licenses, and (3) completion rates for license renewal in 2011 and 2012.Methodology – This mixed-method study is based on: (1) a case study of TLRP implementation that involved observations of TLRP courses and interviews of instructors, TLRP steering committee members, and participating teachers at a large national university; and (2) a survey of 365 teachers who took the TLRP courses at this university.Findings – The data showed that the university's successful implementation of the TLRP was largely influenced by the existence of “boundary practice” – a shared system that connects multiple organizations and groups implementing the policy. Lesson Study, as a shared system of teaching and learning improvement in Japan, guided the development of high-quality TLRP courses and teachers’ respect for university courses based on research knowledge. As a result, while teachers were dissatisfied with the policy requirement of renewing teacher licenses, they were satisfied with their learning experiences through the TLRP courses, which also influenced their opinions about the policy itself.Value – This is the first empirical study that examined the implementation and impact of the TLRP in Japan. It highlights the importance of a shared system for teaching and learning improvement for supporting a teacher reform implementation.

Citation

Akiba, M. (2013), "Teacher License Renewal Policy in Japan", Akiba, M. (Ed.) Teacher Reforms Around the World: Implementations and Outcomes (International Perspectives on Education and Society, Vol. 19), Emerald Group Publishing Limited, Leeds, pp. 123-146. https://doi.org/10.1108/S1479-3679(2013)0000019011