Abstract
A postgraduate in physical education who has just acquired a teacher's license teaches gymnastics consisting of two units in elementary school. First, he performs team-teaching as an assistant teacher, and then teaches the entire class alone. This study aimed to clarify how the focus and the level of “reflection” of a postgraduate were transformed during teaching practice from receiving assistance from a mentor. The following changes in two points arose from the two teaching units. The first was that the categories for which knowledge of the teaching method and knowledge of the pupils had both been used arose newly concerning of the focus of “reflection”. The second was that the level of “reflection” changed towards a higher stage where it proposed improvement for teaching the next lesson from the stage where it had stayed in recognition of the problem. The following three factors were evident in bringing about the transformation of such “reflection”. Firstly a postgraduate were expected to fill different roles as teachers according to two units. Secondly he was expected to build a sufficient relationship with the mentor. Thirdly, the mentor always provided help in a non-direct way.
