Simulating lessons is an effective strategy for training student teachers in appropriate teaching methods and skills. In this approach, students first simulate a lesson, then identify and explain the point of the module. If they are in doubt, the instructor explains the meaning. Through this process, the students gain an awareness of their teaching methods and skills. In addition, each student formulates a micro-teaching plan and teaches it to a student partner. Practicing micro-teaching helps the students master important pedagogical skills.

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The purpose of this research is to review studies about professional development of early career stage teachers in nursery schools and kindergartens through their crisis that were published in Japan since 1990. Those related studies categorized as (1) professional development, (2) mental health, (3) early career stage teachers are examined. There have been few studies which explored the dynamic processes where novice teachers converted their crisis into the souse of their professional development. Studies of early career stage teachers have found many of them had plenty of problems and anxieties, but they could reflect themselves and change their practices by getting supports from their colleague. Further research is needed to focus about their professional development through crisis, and find ways to support them.

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