Abstract
We investigated whether the changes of intending teachers' meta-cognitive knowledge of teaching was influenced by attending the pre-teaching practice focusing on observation lessons. The pre-teaching practice delivered by Faculty of Education, Hiroshima University to be examined and researched as a study case. Participants were 56 students who belonged to Program in Science Education. The 30 students attended the pre-teaching practice. The rest of students were a control group. Participants were asked for what was important to make the learning material of science before observing lessons, and after observing lessons. The results showed that the matters valued in making learning material changed from "encouraging the learning independently" into "preparing the learning materials in consideration of student's ability and study situation" by the pre-teaching practice. We could point out that these results were interpreted that the intending teachers obtained the practical views of teaching similar to in-service teachers.
