Academic Discipline or Professional Training? Examining the Role of Subject Pedagogy in Japanese Teacher Education

This study examines the evolving role of subject pedagogy within Japan’s teacher education system, emphasising its dual function as both an academic discipline and a component of teacher preparation. Established after World War II, subject pedagogy has been central to training teachers in Japan, defined by its practical orientation and alignment with state‐mandated educational policies. However, it faces a dichotomy: criticized as overly practical by academics while perceived as excessively academic by policymakers. Through a case study of Hiroshima University’s School of Education, this paper explores how subject pedagogy navigates these tensions by balancing academic research and practical teacher training.

The analysis highlights three strategies employed to achieve this balance: aligning the university’s dual mission of training researchers and teachers with historical and institutional contexts, structuring programs to emphasize subject‐specific pedagogy as a distinct academic field, and fostering a globally oriented teacher identity. The findings suggest that while subject pedagogy is shaped by external reforms, it has also actively contributed to the evolution of Japan’s teacher preparation framework. This research provides insights into how subject pedagogy can simultaneously support academic autonomy and meet professional training demands, with implications for comparative education and teacher education systems globally.