Teachers are required to improve their skills more by implementing “The Deep Learning” in their mathematics departments. To improve teachers’ skills, it is imperative that they look back at the existing concepts that serve as the focus of the class and try to improve any past inadequacies. Especially as a methodological specificity of improving class outcomes in mathematics, it is necessary to embody the framework of the lesson to implement the problem-solving approach on a daily basis. This study utilized teachers’ self-reflection as a way to contribute to improving class outcomes. Further, it sought to clarify and examine teachers’ growing process model by correcting the teachers’ views on teaching from concrete practice and organizing, to redirecting the focus on improved class outcomes. Based on the teachers growing process model, it was verified that, through self-reflection on the practical knowledge and class records obtained from the lesson, the framework of the class was rebuilt resulting in a change for the better on the views of teaching. This led to an overall improvement in class outcomes. In sum, self-reflection by teachers in mathematics education, reflection on concrete practices and transformation of the “problem,” and practical modification of the class’ framework based on teachers’ growth are important considerations in improving outcomes.

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This study aims to examine the history of teaching practicum research in Japan after World War II and touch upon future directions of research in this field. To achieve these goals, we analyzed post-war teaching practicum research and divided them into three groups: past, present, and future. This analysis identified the following four issues: (1) A perspective of understanding the growth of student teachers from changes in students is lacking; (2) A perspective related to verification of teaching practicum outcomes is lacking; (3) Findings related to teaching practicum mentors have yet to be accumulated; (4) Findings related to coordination with schools, universities, and the Boards of Education have yet to be accumulated.

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This study aims to clarify the ideological characteristics of the theory of social studies education in the early postwar period by comparing the academic approaches of Shiro Baba and Kaoru Ueda. Baba’s sociological approach emphasizes technologies that are useful to society. In order to rebuild devastated Japan, we aimed to cultivate human resources who can learn to deal with actual situations and play an active role as a member of society. On the other hand, Ueda’s philosophical approach is characterized by its emphasis on freedom and harmony. With the end of the war, we aimed to dispel the predecessor’s tendency and consider social studies as a completely new subject. However, Baba and Ueda’s approaches were too challenging that they ended up understood only partially. While social studies in the early postwar period advocated the ideal as a brand-new subject, its ideological characteristics were, in reality, the contradiction of leaving it to the autonomy of the teachers in the field and forcing them to change their course.

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This study aims to extract the content of the teaching process for skills in processing learning of junior high school technology education as the previous stage for investigating the teaching for skills in the development of competencies, or generic skills. Under extracting the content, the knowledge required to acquire the cutting skills was extracted and arranged. The content of the strategic guidance process was also examined based on the content analysis of metalworking skills. The results showed that the teaching content was extracted from the textbooks related to vocational training in starting from the knowledge required for skill acquisition and were compared and examined with that in technology textbooks and instruction books. The teaching content for metal bars cutting using a bow saw was extracted in the following four steps; (1) Prerequisites for cutting to (4) cutting action, and totally the six steps were extracted that classified in detail three steps in that of (4). The knowledge extracted for work performance along the teaching process was instructed for the beginners, and also a practical skill survey was conducted. From the results, the characteristics of skill acquisition were clarified that in addition to performing skills involving coordination between the motor and emotional domains of workers, the emotional confidence was also improved.

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This paper aims to elucidate how to promote diverse students’ participation in the music class based on the theory of culturally responsive teaching in America. To discuss the above research question, I analyzed the theories of Culturally Responsive Teaching by Gay (2018) and Ladon-Billings (2009) and the theories and practices in music education by Grugel (2016) and Lind and McKoy (2016). The analysis showed that (1) Teachers need to understand the cultural background of their students. Hence, the meaning of the cultural understanding for teachers is not only studying diverse music in the world but also researching what kind music their students prefer. (2) Teachers need to fill the cultural gap between teacher and student. In this case, teachers need to inspect the Internet and watch TV programs that the students find interesting. Teachers are expected to visit the community around their schools and investigate the musical environment in the students’ homes. In the theory of culturally responsive teaching in music education, cultural understanding means to understand their students’ culture instead of just knowing diverse music, which is further from their students’ daily lives.

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This paper shows a case study about how I have conducted several studies as a Kyokakyoikugaku kenkyu research focusing on the struggling of my research identities as kyokakyoikugaku and citizenship education. We have found that I have emphasized the process of making prescriptions through dialogue and collaboration with practitioners, rather than giving prescriptions. Finally, this paper proposes that future research in kyokakyoikugaku should be based on collaboration and dialogue with a wider variety of researchers and practitioners.

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The purpose of this paper is to clarify “what is subject education” and “what is an academic study of curriculum research and development.” As a result, we found that subject education is “teaching the subject matter based on the specificity of the subject matter found by comparison.” Also, curriculum research and development was to “continue to consistently examine the objectives, contents, and methods of the subject matter based on its specificity and with a focus on the practice of the subject matter education.” In addition, I introduced the study cases that I had worked on based on these views.

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Purpose of this study was to describe and explain current status and future direction of research trends in physical education teacher education (PETE). There are six different components discussed in this study including (a) current status of educational model based practices in physical education, (b) paradigm shifts in research methods and theoretical framework, (c) importance of practicum experiences, (d) professional development, (e) workplace learning in physical education, (f) importance of adapted physical education. As the future direction of PETE research studies, professors and researchers are encouraged to publish their studies to various teacher education academic journals.

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In the paper, the ideal mathematics education research method for the future was reviewed from a perspective of problem-solving based on both narrow and broad sense. As a result, it has been pointed out that further enhancement of the teaching via problem-solving in high school mathematics is an urgent problem with a necessity of structural reform on high school mathematics texts. From a perspective of problem-solving in a broad sense, it has been described that a concept of “Exemplarity” is important, which connects generic skills to be exerted in the learning scenes of mathematics class with educational practice while indicating an emphasis on sociality. While “Exemplarity” itself is believed to transform along with the era and social background, it could become a task of curriculum research for the future how to identify “Exemplarity” in each subject.

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