Abstract
There is a growing need to improve teacher's ability and practical leadership. In response to this need, the curriculum aimed at acquiring practical teaching skills has been developed at teacher training colleges. The objective of this study was to examine the availability and significance of micro-teaching lessons in the teacher training college courses that were developed for the students' acquisition of the practical teaching ability. In the classes called, "Teaching method of junior high school home economics education," every student conducted micro-teaching while other students participated in the lesson as junior high school students. After micro-teaching, the student-teacher wrote a "comment report" for all the participants and submitted it to the class director. Although teacher's "voice tone and speaking," "skills of writing on the blackboard," and "expression and atmosphere" were frequently evaluated by other students, "the contents of teaching" were less frequently commented. E-mail comments provided straightforward evaluation but they tended to be rather critical. Thus, students found it difficult to provide constructive E-mail comments that would improve the lesson plans. The class director needs to set appropriate situation to discuss students' teaching plans in order to facilitate the writing of interactive comments.
