During the chaotic post-war period, when there was a severe shortage of teachers, Tamagawa University established Japan's first correspondence education department (now a correspondence education program) aimed at training elementary school teachers. Based on the philosophy of "holistic education" advocated by its founder, Kuniyoshi Ohara, the university continues to train teachers who not only acquire knowledge and skills but also cultivate human qualities, and teachers who graduated from Tamagawa University are highly regarded in the field. We spoke with Koichi Miyoshi, a visiting professor at the Teacher Education Research Center who is in charge of supervising teaching practice, and Tomoko Makino, who is studying in the correspondence education program, about the "image of an educator" that can only be fostered through Tamagawa University's correspondence education program.
The philosophy of "holistic education" is also alive and well in distance learning.
Tamagawa University's Distance Learning Program was established in 1950 as the first distance learning program in Japan that allowed students to obtain an elementary school teacher's license. To date, it has accepted over 260,000 students and produced approximately 10,000 graduates. A key feature is that students can learn with a curriculum at the same level as the on-campus program, with a four-year program duration. Learning combines text-based study (home study) with various formats including face-to-face, online, and on-demand learning, allowing students to obtain a teacher's license or qualification upon graduation. Graduates of universities and junior colleges can also transfer into the third year of the program.
At the heart of the school's teacher training program lies the philosophy of "holistic education" championed by its founder, Kuniyoshi Ohara. It aims to cultivate not only knowledge and skills, but also the qualities of a human being, by harmoniously developing six values: truth, goodness, beauty, holiness, health, and wealth. This philosophy is not limited to the on-campus program but is also continuously passed down through the correspondence education program.
Visiting Professor Miyoshi is also a graduate of Tamagawa University. After graduating, he taught there for 38 years and currently teaches at Tamagawa University, where he is in charge of supervising student teachers and giving special lectures.
Words from the founder, Kuniyoshi Ohara, are inscribed throughout the campus, and philosophical statements such as "Intellectual education without God creates a clever devil" are ingrained in the daily lives of the students. "In addition to our specialized subjects, we faculty members impart the skills and qualities required of educators, based on the ideals and philosophy of holistic education," says Visiting Professor Miyoshi.
In 2021, the Central Council for Education discussed the ideal form of primary and secondary education in the new era and, in its report, mentioned "individually optimized learning" and "collaborative learning." This involves "individualizing and personalizing" learning and instruction according to each child's interests, characteristics, and learning progress, which aligns with the holistic education philosophy that Tamagawa University has been promoting since its founding.
"At Tamagawa University, each student receives a holistic education, which naturally fosters their understanding of 'what it means to be a good person,' and they then apply this understanding as educators. This is the greatest strength of the Faculty of Education at Tamagawa University, and the reason why our university is known as 'Tamagawa, the university for teacher training,'" says Visiting Professor Miyoshi.
Faculty members who graduated from Tamagawa University, where they cultivated a philosophy of holistic education throughout their student life, are highly regarded in schools, and the name "Tamagawa, the teacher training institution" is widely known throughout Japan.
Koichi Miyoshi, Visiting Professor, Teacher Education Research Center
"Once-in-a-lifetime encounter" guidance supports learning for working adults
Tamagawa University has an organization called the "Teacher Education Research Center." It has an impressive lineup of visiting professors, including former kindergarten and nursery school principals, elementary, junior high, and high school principals, and those with experience in educational administration. They provide extensive support to students, including follow-up on teaching practice, individual guidance on interviews and essays for teacher recruitment exams, and preparation for mock lessons.
In supporting students during their teaching practice, we provide thorough and attentive support, from pre-practice guidance and negotiations and collaboration with the schools where they will be practicing, to reviewing lesson plans, visiting and providing guidance on "research lessons" conducted during the teaching practice, and providing post-practice guidance.
"Students attending on-campus programs go to campus every day to attend face-to-face classes, while distance learning students primarily study at home. Therefore, opportunities for students and faculty to meet face-to-face are limited to schooling sessions and special lectures. That's why it's so important to cherish these valuable opportunities," says Visiting Professor Miyoshi.
Even in short periods of time, Visiting Professor Miyoshi cherishes each encounter with his students, striving to understand each one deeply. He then imparts his philosophy of holistic education, sharing what is important and necessary in education.
Many students in the distance learning program have work experience, and Visiting Professor Miyoshi highly praises their "motivation to learn." "Balancing work and studies is by no means easy. Nevertheless, they aspire to become teachers and continue to study with high motivation. These characteristics are common among working adult students studying in the distance learning program," says Visiting Professor Miyoshi.
"Students who have gained experience in various industries can utilize the experience and skills they have cultivated when they become teachers. For example, someone who has worked in the IT industry could work on digital transformation within the school, or someone with parenting experience could use their 'perspective on children' to their advantage. In particular, the current education field has many young teachers and a shortage of middle-aged teachers. I feel there is great expectation that teachers with work experience will enter the education field."
"I'll regret it if I don't try now"—Ms. Makino's reason for aiming to obtain an elementary school teaching license.
Makino, who is currently enrolled in a distance learning program, has worked for a major education company for approximately 22 years. She has mainly been involved in the development of educational materials and services for elementary and junior high school students, and has also continued her activities with the "Regional Future Academy," which supports children's learning at local elementary schools.
There are several reasons why Ms. Makino decided to pursue obtaining an elementary school teaching license.
"One reason was that I wanted to systematically learn about 'education,' something I've been involved in and practiced for a long time in my work, and apply that knowledge to my work. Also, around the same time, my son started elementary school, and his homeroom teacher was such a wonderful person that I realized how amazing teachers are. As I approached this turning point in my life, I asked myself, 'Will I regret not doing this for the rest of my life?' and I thought, 'If I'm going to take on a challenge, now is the time,' so I decided to enroll in Tamagawa University, which has a strong reputation for teacher training."
To balance work, childcare, and studying, she made use of her spare time. "On weekdays, I would read textbooks or watch lecture videos on the train during my commute whenever possible. On weekends, I would ask my husband to look after the children and sometimes seclude myself in a co-working space to study."
Studying while raising two children was tough, but I learned so much more. For example, the teachers and classmates I met during the in-person classes.
"Because we were all students with the same aspirations, conversations flowed naturally, and we became closer. We often taught each other things we didn't understand, such as the course registration system and the content of our studies."
The professor instilled in her the holistic education philosophy that Tamagawa University values—particularly the importance of "the attitude towards people." "He treated us students as individuals, and from his example, I learned the importance of 'respecting each and every child when standing at the podium.'"
The four-week teaching practicum was intense. The first week was filled with worries, but opening the teaching practicum journal always calmed me down. "It contained the philosophy of holistic education and the Tamagawa Teacher's Code, and those words encouraged me many times," said Makino. "Furthermore, my supervising teacher supported me from the preparation stage. I am truly grateful to the teacher who encouraged and supported me so many times during the practicum. There were so many things I wouldn't have realized or learned if I hadn't been in the educational setting."
And one more thing. Makino's experience caring for children at a special needs school also brought her much to learn. "In the morning, we receive the children from their parents, and in the evening, we take their hands and hand them back to their parents. During that time, the teachers at the special needs school watch over each and every child. I was able to catch a glimpse of that heavy responsibility, and through conversations with the teachers on site, I was able to think about 'what ideal education is.'"
Tomoko Makino (Faculty of Education, Department of Education, Correspondence Course, Elementary School Program)
"Even fully online learning can work this well"—towards a new form of learning.
In 2026, Tamagawa University's distance learning program established a system that would allow students to obtain teaching licenses solely through online classes, excluding practical experience such as teaching practice and caregiving. This further enhanced the learning environment, making it possible to study regardless of one's place of residence.
Just before the interview, Ms. Makino took her first fully online schooling class, "Teaching Methods for Life Skills." For four days, from 9 am to 5 pm each day, 30 students from all over Japan connected online to work on group projects and mock lessons.
"Initially, I was worried about whether the mock lessons would go well. But after actually trying them, I realized that even in a fully online setting, learning can be just as natural as in face-to-face classes."
In the mock lessons held on the final day, each student gave an 8-minute lesson, with the remaining students acting as students. Some students used their home walls as blackboards, pasting papers on them as they taught, while others conducted online lessons under the premise that school was closed due to a typhoon. After everyone had finished their mock lessons, a sense of unity, "like that of a real classroom," had been created.
"For students who live far away or those who find it difficult to leave home for extended periods due to family circumstances, being able to participate in classes entirely online is truly a blessing."
The "human connection" that Tamagawa University has always valued remains even in an online format. Makino demonstrated this through her own experience.
"For me, Tamagawa University is a place that allowed me to take a new step in my life," says Makino. "I want to give back everything I've learned at Tamagawa University to the growth of future generations of children. To that end, I want to dedicate myself fully to the rest of my student life and cherish each day's learning."
Tamagawa University Teacher Education Research Center, Teacher Training Support Room
Koichi Miyoshi, Visiting Professor
He graduated from the Department of Education, Faculty of Letters, Tamagawa University. His specialty is elementary school education (social studies education). He has served as a teacher, head teacher, vice principal, and principal at elementary schools in Niijima, Setagaya Ward, Fuchu City, and Machida City in Tokyo, and has pursued a career in teaching for 38 years. After retirement, he returned to his alma mater, Tamagawa University, and is currently a visiting professor at the Teacher Education Research Center's Teacher Training Support Room, where he is involved in supervising student teachers in distance learning programs and preparing students for teacher recruitment exams.
Tamagawa University, Faculty of Education, Department of Education, Distance Learning Program, Elementary School Course
Tomoko Makino
After graduating from another university, she worked for a publishing company before joining a major education company. She spent many years developing correspondence learning materials and services for elementary and junior high school students. With a desire to further deepen her knowledge of education, she transferred to the third year of the correspondence education program in the Department of Education, Faculty of Education, Tamagawa University in 2024.
