The licensing law for the teaching staff at schools has been revised as of the academic year of 2010 applicable to students entering a university in and after that year, as a result of which a practical seminar has been introduced as a mandatory course for those who seek a teaching license. This paper is a report on the integrated system of portfolios developed and tested, on behalf of some 102 first-year students in Akita University, for the purpose of administering (1)the teaching portfolio for student teachers, where they can store various records such as their writings concerning their image of an ideal teacher and their self-evaluations to be regularly written in during their four years at the University, in order to help them ascertain the process of their own growth and development, (2)the clinical record & assessment portfolio for teachers in charge, where they can keep their records and assessments of the student teachers on the basis of the students' portfolio and their interactions with them, and (3)the management portfolio for school administrators, where the two systems described above are to be effectively maintained. After a tentative implementation, a survey was taken asking students about its use and effectiveness, which yielded a result deemed contributing to their reflection on themselves and their affirmation of a desirable teacher image. On the other hand, tasks remain such that it is further necessary to make a better selection of items to be recorded in the portfolios.

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G. Fenstermacher's concept of "practical arguments" has been appreciated because of its practical benefit for professional development of teachers. This study reconsiders its concept and values it as a starting point for educational research on teachers' practical discourse by focusing on its theoretical contribution. In order to do so, this study first examines its form, its applied case, and its context and intention, and then examines the dispute on it. As a result, the following theoretical map for teachers' practical discourse is obtained. We locate the concept of "practical arguments," which illuminates that teachers' propositional thinking in practical reasoning lies behind their actions, being based on analytic philosophy. This forms the starting point for two other research strands. The first strand, which investigates teachers' recognition through non-propositional thinking, focuses metaphor and symbols. The second strand examines the integrated recognition of teachers'actions and thinking on the basis of pragmatism philosophy.

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The purpose of this study is to elucidate Japanese high school language teachers' structures of practical knowledge provided the foundation for teachers' questions. In this study, the author investigated the excellence of proficient teacher's structure and universality by analyzing narratives of a proficient teacher and a novice teacher. The author found that the difference of the structures of practical knowledge between proficient teacher and novice teacher is relationship of elements constructed their practical knowledge. In the case of proficient teacher, the elements of practical knowledge, that is to say "reading target", "vision of learner", "process of generating teacher's question", are closely connected.

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This study qualitatively compared the practical knowledge of one teacher in two different areas of the same subject and considered the essence of the teachers' practical knowledge at a deeper level. This study examined a primary school teacher's practical knowledge in lessons that involved reading expository and narrative texts by using a qualitative coding method to analyze reflective interviews with the teacher about the two lessons. The study examined the relationship between categories of practical knowledge for the two types of lesson. The results suggest that 1) practical knowledge about reading narrative texts based on practice and reflection is adapted to reading expository texts in a three-level structure; 2) the breadth of the kinds of text differs between areas of a subject because of differences in the teacher's beliefs about the learning process in each area; and 3) regarding practical knowledge about reading expository texts, a teacher needs to establish a relationship between learning the content of the text and learning the structure of the text.

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This study examined the quality of role model behaviors of nursing faculty at baccalaureate nursing program with the experience in less than 5 years and the factors affecting the quality of the behaviors. Specifically, the study conducted a survey on lecturers, assistant lectures, and assistants at nursing universities nationwide with "Self-Evaluation Scale on Role Model Behaviors for Nursing Faculty" developed by FUNASHIMA, Naomi. As a result, the subscale score of "Behaviors regarding sincerity or respect for students" was found to be highest, whereas the subscale items of "To keep a good balance of rigor and tenderness" and "To use a theory to understand the nursing phenomenon" were found to be significant tasks to improve. Moreover, judging from positions, assistants were found to have more tasks to improve. In addition, factors that affect role model the behavior seems to be a role model were found University curriculum, academic background, professional status, years of experience as a University facult, The presence or absence of grant recipients for Scientific Research fund, membership of nursing academic society, Rewarding sense of principal on the role of university faculty ,Career consciousness.

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