Abstract
The first purpose of this article was to empirically examine whether the classroom observation method, particularly the collaborative reflection would function as a place to urge teacher's development at university as well as at primary and secondary education. This study examined it from Open Laboratory Class and its collaborative reflection executed by Research Center for Higher Education, Kyoto University, and the effect was confirmed. The second purpose was toanalyze the dialogue patterns ; for the teacher what dialogue with participants in the collaborative reflection could cause his or her development as teacher. As a result, four dialogue patterns were gained : that is, it could happen when the teacher (l) becomes conscious of issues through participants' outside viewpoint, (2) shows positive response, (3) becomes aware of his or her teaching by participants' interpretative categories, and (4) produces his or her own viewpoint from negative response. At last, it was suggested that these results in this study could be effective beyond one case as long as they had premises of "selection of the case" and "working hypothesis toward other fields"
