1.Matters related to the goals of training teachers and plans to achieve those goals.

Shimonoseki City University advocates three principles of education and research: "creating a future society," "co-creating with local communities," and "co-creating with the international community."

In addition to teaching and researching comprehensive knowledge and specialized academics, we aim to contribute to the development of local and international communities by fostering talented human resources through education and research rooted in the community and aiming for the world. The purpose is. (Article 1 of the School Regulations of Shimonoseki City University)

In accordance with these three principles and objectives, the goal is to foster teachers who have a rich and balanced culture and advanced expertise in teaching professions and subjects, have a strong sense of mission and ethics as an educator, and cooperate with others through a wide range of communication. The goal is to foster teachers with the ability to collaborate and collaborate. In addition, we plan to foster solid practical skills to respond to changes in the times and the demands of the local community, and to enrich the community.

In order to achieve this goal of teacher training, we will establish the following curriculum and establish a guidance and support system.

・The establishment of a curriculum that allows students to acquire the wide and rich knowledge and academic ability required as faculty members, such as liberal arts subjects (humanities, social sciences, natural sciences, life and health sciences, human rights and symbiosis) provided as liberal education, and Shimo-Kwansei Gakuin to deepen their understanding of the community.

・In order to provide specialized learning about teaching professions and subjects, we will use the teaching career chart to reflect on students' achievements of Osamu, and provide systematic guidance for four years.

・In cooperation with the Board of Education and local schools, we recommend on-site experiences through school experience systems and nursing care experiences, as well as various local volunteer activities, including school volunteers.

・Enhance organizational guidance and support systems centered on full-time faculty members so that they can build human relationships with a wide range of generations and act with a sense of mission and ethics as teachers.

In addition, we aim to train the following faculty members and special support education specialists by taking advantage of the characteristics of each undergraduate and major department.

Ⅰ　Faculty

１．Faculty of Economics (Department of Economics and Department of Public Management)

１） Teachers with a wide range of culture to understand diverse people and their lives, society and culture

２） Teachers who can understand the specialized knowledge of each department from a multifaceted perspective, and develop academic Osamu who will be the leaders of a sustainable society based on basic knowledge of society, geography history, and citizens and scientific basis.

３） A faculty member who understands students and situations from multiple perspectives based on knowledge and theory, and who can continue to learn throughout life for the development and development of the student's overall human development.

４） Teachers who can collect, analyze, and propose necessary data for educational and regional issues, and can cooperate and collaborate with people in various positions to solve them.

５） Teachers who collect and analyze the data of students necessary for various educational activities and acquire data literacy as teachers who use information and communication technology correctly.

２．Faculty of Data Science (Department of Data Science)

１） Faculty members who are capable of collecting, organizing, analyzing, and analyzing knowledge and data related to statistics and related mathematical sciences, while fostering academic Osamu who will be the leaders of a sustainable society.

２） Teachers who have knowledge of algorithms such as information management, analysis, artificial intelligence, etc., and have ethics and responsibility for properly handling various forms of data, etc.

３） Teachers who can collect, analyze, and propose data necessary for student understanding and various educational activities, and can cooperate and collaborate with people in various positions to solve problems.

４） Teachers who have acquired the ability to utilize statistical interpretations of data analysis results to solve regional issues

３．Faculty of Nursing (Department of Nursing)

１） Teachers with a wide range of culture to understand diverse people and their lives, society and culture

２） Teachers who understand the subjects of nursing from various perspectives and acquire high-quality nursing practical skills based on basic knowledge of nursing science and scientific evidence.

３） Teachers who have a deep understanding of the mechanisms of child growth and development, support the healthy growth and development of children at all levels of health, regardless of health or unhealthy, and acquire the judgment and practical skills to solve the health problems of children and students.

４） Teachers who respect the lives, dignity and rights of students and can act based on ethics and mission as nursing professionals

５） Teachers who discover the health issues of people of various generations living in the community, cooperate and collaborate with faculty and staff and multiple occupations in school health, to support children and surrounding people who support children and students

６） Teachers who collect and analyze the data of students necessary for various educational activities and acquire data literacy as teachers who use information and communication technology correctly.

Ⅱ　Special Needs Education Vocational Course

　In Japan, in order to realize inclusive education, all teachers, regardless of disability, are required to understand the educational needs of each child, understand them based on the theory, and respond appropriately to them.

The purpose of this department is to train teachers who have a vision of the future of special support education in Japan based on the history and definition of special support education, changes in related systems and policies, and the actual situation of special support education in other countries.

１） Teachers who try to understand children from multiple perspectives based on knowledge of psychology, physiology, pathology, etc. and diversity understanding.

２） Teachers who accurately grasp the educational needs of children and have the ability to analyze scientifically and solve problems　

３） Teachers who have acquired the qualities and abilities of coordinators to provide seamless educational support both inside and outside the school

４） Teachers who can demonstrate logical explanatory skills and communication skills for multi-disciplinary collaboration and collaboration