This paper examined the transition of handicraft education promoted in the area along the Manchuria Railway since 1906. First, we analyzed articles related to handicraft education published in the magazine “South Manchuria Education” of the South Manchuria Education Society and the monthly magazine “Manntetsu Education News” of the Institute of Education in the Manchuria Railway. In particular, we looked at the introduction of the handicraft department, teacher training through re-education, and the record of the handicraft study group at the Institute of Education in Manchuria Railway.

　　We investigated how Teiji Suzuki, who was assigned to the Institute of Education from 1929 to 1935, worked. His teacher re-education had its characteristics. He contributed to establishing the handicraft department in the area along the Manchuria Railway.

　　This study aims to outline the environment of Suwa Higher Girls’ School, which is the first school that influenced the formation of Omura’s view of education, and the guidance of the principal’s first-time teacher to clarify the origin of Omura’s view of guidance and the formation of teaching methods. As a result of the research, it is emphasized to make the best use of the individuality of the students and teachers who have been handed down from Principal Iwadare Kesakichi to the guidance of the first person of Suwa High School, and the guidance is thoroughly considered for the difference that arises between the students. While adapting to the flow of the times, the underlying respect for individuality remained unwavering. It was passed down by generations of principals after Principal Mimura Yasuji and influenced Omura Hama’s practice.

　　This study proposes a lesson model based on self-regulated learning and examines it as part of practicum-based cooking lessons during home economics classes. The study utilized Zimmerman’s cyclical model of self-coordination with foresight, execution, and reflection stages to develop a practicum-based cooking lesson for junior high school students. A questionnaire survey was administered to the participants before and after the class. As a result, the students were roughly divided into three groups (A group, B group, and C group).

　　The self-regulated learning scores were the highest for group A, followed by group B and group C. However, the pre- and post-test difference between scores was the highest for group C, followed by group B and group A. The description number of the tag in the reflection stage was the highest for group A, followed by group B and group C, and there was a difference in the described content.

　　This research aims to analyze the characteristics of the papers of the mock lesson research of the subjects related to the social studies education method and to get suggestions for the mock lesson research in the social studies teacher training course. As a result, we derived four types depending on the intention and position of the mock lesson. However, it became clear that the effects and significance of the mock lessons could not be verified as research. This problem indicates that the mock lessons in the teacher training course express the conflict between the academic knowledge of social studies research and the empirical and sensory knowledge. For this reason, based on today’s discussions on school education and teacher training/teacher education, it is necessary to consider mock lessons as the main battlefield for seeking a balance between social studies research and teacher training and to put mock lesson research in the category of social studies research.

　　This paper aims to analyze the group of previous studies on Japanese mathematics teacher education research on the competence forming of Japanese mathematics teachers published in Japanese journals through a systematic review to clarify what mathematics teacher education research has targeted and how they have been studied and to derive research questions. This paper defines perspectives for analyzing previous studies: “subject (career, school type) and focus (teacher competence) of mathematics teacher education research” and “methods of mathematics teacher education research.” From these perspectives, a systematic review was conducted on 59 articles identified as “peer-reviewed and published original papers on research on Japanese mathematics teacher education research.” As a result, trends and biases in research on Japanese mathematics teacher education were clarified. The results of the systematic review pointed out three areas of mathematics teacher education research that need to be conducted in the future: research on mathematics teacher educators, pre-service/in-service teacher education for high schools, and sociological research on Japanese mathematics teachers.