In this study, we gave a lesson to clarify the critical reading and formation process focusing on the rebuttal in the reading expository texts for middle graders of elementary school. As a result of quantitative analysis, the number of learners who reached the level of Critical Reading increased significantly. As a result of qualitative analysis, some learners understood that Rebuttal was a prerequisite for the claim. In addition, some learners have read that changing the preconditions enables various logical expansions. The analysis results found that the critical reading focusing on rebuttal in the middle grades of elementary school may be at the stage of “awareness of various logics” and “Strategically read that a function to increase the persuasiveness of the author’s claim.”

　　This study aimed to develop a learning framework for acquiring knowledge based on the structure of qualities and abilities in junior high school technology education and verify the framework’s effectiveness through classroom practice. We reconsidered the conventional structure of learning ability in junior high school technology education through literature reviews. We then developed a learning framework for acquiring and using the knowledge. The framework consists of the “formation of a relationship with technology,” “acquisition of individual knowledge,” “acquisition of conceptual knowledge,” “understanding the conditions for knowledge application,” and “using of knowledge in design and planning.” Based on this framework, we conducted three practice classes on designing electronic circuits for second graders (79 students) at a junior high school. The results showed that our proposed method could be effective for the acquisition of knowledge utilized in junior high school technology education.

　　This paper aims to develop a learning method for reading the “sentiment and feeling” of waka poetry, which has not been sufficiently emphasized in high school classics teaching.

　　In conventional waka learning, only expository activities, such as checking the rhetoric of waka and translation, have been developed. However, in the study of waka literature, it has been pointed out that there is an aspect of “sentiment and feeling” that cannot be directly explained in prose and that cannot be verbalized. Previous studies have not developed learning that takes this aspect into account.

　　From this perspective, we developed a practice for first-year high school students that facilitated their awareness of the importance of reading waka poetry based on the waka tradition and of the “sentiment and feeling” that can be evoked by waka poetry.

　　This study aims to examine the case of “teaching practices at school” provided by one graduate student without teaching experience in professional schools for teacher education. Based on interviews with Student S conducted after each of four practice sessions (10 weeks in total), the author analyzed how Student S considered their outcomes and issues.

　　As a result, it is inferred that conducting an action research field study at elementary schools with different cultures and student profiles played a significant role in helping Student S develop their skill. Student S also obtained a positive response to tutoring as T2 in the first practice and thus could take on “certain challenges” in a “secure atmosphere” as T1 in the second half of the training program. These experiences may also have proved effective.

　　This study aims to investigate the perceptions of elementary school foreign language specialized teachers about their current conditions at schools.

　　Online focus group interviews were conducted with six elementary school foreign language specialized teachers in six prefectures in Japan. The results revealed that they considered dealing with the differences in the conditions of each class and understanding children to be challenging. On the other hand, children’s growth and encouragement from colleagues were correlated with their satisfaction. They also expressed their need for collaboration with other teachers and better teacher training.

　　In addition, foreign language specialized teachers in charge of multiple classes need to collaborate with more teachers than before. It became clear that they sought collaboration with other teachers and elementary school foreign language specialized teachers for better foreign language education.