OUT-OF-SCHOOL TRAINING AND ITS ROLE IN SUPPORTING BEGINNING TEACHERS DURING THE INDUCTION PROGRAM IN JAPAN

The article studies the out-of-school part of teacher induction program in Japan. Based on analysis Japanese researchers’ views topic, characterizes some issues initial professional adaptation, and social maladjustment, notion “reality shock”, ways to prevent manage beginning teachers’ maladjustment. A literature review problem component showed that information is somewhat limited because de-emphasize this as less important than in-school one. To gain a better understanding goals, content, forms, evaluation methods, duration mandatory programs Japan, several interviews were conducted at Prefectural Education Centers during two-month Japan Foundation grant Kansai Language Center. guidebooks provided teachers Saitama Osaka education centers gives insight into such self-assessment self-analysis by filling out “My portfolio” pages. Besides continuing development, paper also examines various general activities centers, educational counseling, which considered particularly important. results show postgraduate training follows standardized structure recommended Ministry Education. However, implementation internship responsibility each Board As result, number sessions, content can vary substantially based local administrative body’s priorities needs, making it rather decentralized.