This study analyzes textbooks of the elective course “History of East Asia” in Korean high schools based on SFL (systemic functional linguistics) and verifies that the descriptive structure works from a more multi-perspective than the compulsory course “History of Korea.” It is intended and logically clarified. SFL is advocated by Halliday, and by analyzing the correlation between the subject and the predicate, the speaker’s intention can be grasped in a verifiable and logical manner. The subjects of analysis are the “History of East Asia” textbooks of four companies and the “History of Korea” textbooks of the same publisher. The analysis unit is “East Asian War in the 17th Century” in “History of East Asia” and corresponds to “the Japanese Invasion of Korea in 1592” and “the Manchu war of 1636” in “History of Korea”. As a result of the analysis, “History of East Asia” presented a wider variety of actors than “History of Korea” and had a descriptive structure showing the causes and motives of the actions. It can be evaluated that this is more suitable for the development of citizenship education from the aspect that the experience of recognizing the viewpoint of the past actor is extended to the experience of recognizing and understanding the viewpoint of others.

　　This study aims to develop social studies lessons for constructing social problems. There have not been many studies of lessons treating constructing social issues. However, the ability to construct social problems is an important element of citizenship. And in social studies lessons, it is necessary to study critically from a wide view and expand freedom.

　　In this study, the problems of this type of lesson are clarified based on the analysis of the results studied so far, and new lessons are developed to overcome the problems. The lessons are "A Social Studies Lesson as a Comparative Critical Study of Social Systems" and "A Social Studies Lesson as a Critical Study of Claims Making Activities." The unit "Family Policies" is developed as "A Social Studies Lesson as a Comparative Critical Study of Social Systems " of junior high school social studies. The unit "The Recognition of Minamata Disease" is developed as "A Social Studies Lesson as a Critical Study of Claims-Making Activities" of junior high school social studies.

　　“Special Subjects of Morality” were established following the revision of the Courses of Study for primary and secondary schools in 2018. The development of a wide variety of teaching materials and the inclusion of sports as a subject is required in Morality Period. The International Olympic Committee (IOC) has indicated the Olympic Value Education Programme (OVEP), which is defined as a practical set of learning resources that allows young people to learn life values for Olympic education since 2007. The Olympic values include many of the learning contents of the “Morality Period” in Japanese junior high schools. The special subject “Morality Period,” which was established with the revision of the Courses of Study, also requires teaching materials based on sports. This study aimed to explore the possibility of Olympic education material in moral education by conducting classes using OVEP as teaching material for learning “fair play” in the special subject “Morality Period” in junior high school and clarifying the change in learning values of students. In addition, revisions to the lesson plan were discussed based on teachers’ evaluation of the class. As a result, the following were revealed.

1) Through the lessons, the students’ learning values regarding “fair play” and “respect for others” changed positively, and the students were able to deepen their thoughts on these values.

2) The lesson plan presented in this study can be improved by making modifications related to learning instruction, such as presenting videos and images to help students visualize the material, increasing opportunities for group work, and devising a summary method that allows students to connect what they have learned to their daily lives.

3) The achievements of introducing lesson plans based on OVEP into moral classes were shown, and Olympic education materials could be used to develop various teaching materials in moral education.

　　This study aims to point out the problem that “national language” has been the object of Japanese language education, and to set up the perspective of “learners’ mother tongue” as the target of learning and practice of Japanese language education. To achieve this goal, the view of “mother tongue” in Japanese language education research and practice was examined using the method of discourse analysis. As a result, it became clear that the conventional view of “mother tongue” in Japanese language education is strongly influenced by institutional and academic frameworks and lacks a focus on the diversity of learners. In addition, some previous studies have pointed out the need to break away from the conventional view of “mother tongue” based on academic regulations and to identify “mother tongue” from the accumulation of learners’ language experiences. Based on the above, this study proposes the concept of “learner’s mother tongue” as an alternative perspective to the conventional view of “mother tongue”.

　　This paper is an overview of a symposium sponsored by the Japan Curriculum Research and Development Association. The symposium consisted of three speakers, one designated discussant, and a coordinator, was designed to question the expertise of subject pedagogy researchers. The future of subject pedagogy research emerges from the research activities of the researchers.

　　Researchers who conduct studies on the field of each school subject set a specific subject as the research theme. Consequently, they continue to confront the awareness and representation of value and significance in the conflict between the desire for specialization, which seeks to pursue the subject we are studying, and the comprehensiveness of curriculum research and development. It is an academically important and necessary direction to focus on specialization or comprehensiveness as a researcher in school subject education; one cannot afford to neglect its healthy growth. A researcher in school subject education takes pride in advancing academic research while reconciling such multi-layered desires, conflicts, and destinies.

　　This study examined the expertise of subject education researchers, particularly from the perspective of science education researchers, in three areas of activity: research, education, and social contribution, and summarized them in the following three points. (1) In study, researchers seek and examine methods and answers to research questions and propose theories through “questioning” to specialized sciences. The accumulation of knowledge and experience gained through this process is the expertise of the researcher. (2) In education, researchers expand their own research areas and improve their expertise through research guidance to their students based on the flow in (1). (3) In social contribution activities, subject education researchers are required to make social contributions not only in their own specialized fields but also in specialized related fields in response to social needs, and through these activities, the expertise of the researchers is refined.

　　This paper is to answer the research question (What is the unique expertise that subject education researchers can possess?) for the 2022 symposium by Japan Curriculum Research and Development Association based on the author’s experience. As a researcher, the attitude toward subject pedagogy research is to have a clear theme related to subject pedagogy and to carry out research ceaselessly toward the theme, and such spirit will lead to the most important expertise as a researcher. The specific expertise that subject education researchers can have is the ability to conduct research activities based on an understanding of the three curricula and the historical evolution of each curriculum. To fulfill this necessary condition, we gave examples of what kind of research and educational activities should be carried out. In addition, examples of activities associated with being a specialist are given.

　　This short report attempts to define the identity of school subject pedagogy researchers; who they are and what they do. Ever since the field of curriculum development and practice was recognized as an independent discipline in Japan, the professional fields in which subject pedagogy researchers play an active role are three-fold: research, education, and social contribution. They also play a dual role as subject pedagogy researchers and teacher educators. It is further expected that, rather than simply being passive consumers of the given national guidelines, they would be actively engaged and share responsibility in designing the future national curriculum.

　　This paper reports on the symposium organized by the Executive Committee of the 48th Conference of the Japan Curriculum Research and Development Association. In this symposium, when considering the provision of meaningful information to our members at Ehime University, we ended up taking up the teaching graduate school, which was able to fill the quota compared to other universities. I have presented the perspective of further development of the graduate school for teachers, which embodies the back and forth between theory and practice.