From the first year to the third year, we offer a variety of programs so that students can fully and systematically conduct experiential learning at school sites before they start teaching practice. For example, in a series of "teacher volunteer training," students receive prior guidance, experience various practical trainings at the school site, and then look back on. In the field of practical training, we observe school education in general, such as subject guidance and student guidance, and engage in teacher support and support for children and students, according to the purpose of each practical training and the lady of the student's learning. By doing so, we will shift from the student's perspective to the teacher's point of view regarding matters such as the significance of the teacher, the role of the teacher, and the contents of duties, and clarify their own issues for educational training. In this way, we strive to explore ways to improve and improve ourselves in order to get closer to the ideal teacher image that we aim for.

In addition, the university has been using the course charts since the first year so that learning based on the above experiential programs can be meaningful in relation to the course subjects in which the basic theories of education. It is designed so that students can grasp the history and achievements of learning and design their own learning until the practical training.

In addition, in the pre-training instruction, students are encouraged to self-evaluation as to whether or not they have acquired the minimum knowledge and skills required as an apprentice, so that they do not engage in educational training in an easy posture.