Division of Professional Development of Teachers

Course Description

Our goal is the advancement of professional teaching quality and skills, essential in improving school education. We encourage cutting-edge research into the design of lessons and curriculum content, teachers’ professional development, and action research, to train teacher leaders in pre-school, elementary, junior high and high school, as well as university researchers of education (including those who are already working as teachers).


Kiyomi AKITA

Professor (Research on Classroom Lessons)
Faculty member of Educational Psychology

My major is to research on children’s learning and developmental processes embedded in the sociocultural environment of schools, kindergartens and nurseries. By focusing on classroom discourse and inscription systems in the classroom, I examine how children learn and study literacy, subject matter knowledge and reasoning skills, and how teachers design, carry out and reflect on their lessons.

  • “Study of Classroom Instruction and the Learning Process” (Society for Promotion of the Open University of Japan)
  • “Designing Lessons that Encourage Children’s Development” (Iwanami Shoten)
  • “Lesson Study, Teachers’ Learning process”(Akashi Shoten)

Yasuhiko FUJIE

Associate Professor (Research on Teaching and Curriculum)

My major is to research on curriculum and teaching. I explore the interaction between a participant and its sociocultural and physical environment in school. Now, I focus on the schools integrating primary schools and junior high schools. With ethnographical research, I study sociocultural formation of classroom discourse, school based teacher education and quality of students’ learning in the school.

  • “Handbook of Qualitative Psychology” (Shin-yo-sha)
  • “Study of Classroom Instruction and the Learning Process” (Society for Promotion of the Open University of Japan)
  • “Qualitative Research of Education for Beginners” (Tokyo-Tosho)

Sachiko ASAI

Associate Professor (Teacher Development)

Traditionally in Japan, narrative descriptions written by school teachers have been one of main discourses to represent teaching practice. Through analyzing these narrative descriptions written by teachers, I tried to explain how teachers pursue their identity, how teachers make relationship with classroom children, how teachers give meanings to dairy activities occurred in classroom. Now, I try to expand subject of research to 1) historical study of preschool teachers’ narrative description in Japan, 2) theoretical inquiry to teacher narrative, 3) examination of gender issues in teacher narrative.

  • Teachers’ Narrative Descriptions and New Education (University of Tokyo Press).