This study aims to examine, through a collaborative self-study, whether reflection on a lesson study undertaken by four teacher educators from different universities can lead to mutual professional development. In this study, a video of one teacher educator’s lesson on “Teaching Method of Health and Physical Education” was viewed, and a lesson review meeting was conducted. The data collected were audio recordings of the meeting and reflection sheets of participants on the lesson study, which were analysed qualitatively and inductively.

　　 The teacher educators’ reflections were made from various perspectives, including not only the lesson but also the curriculum. On the other hand, there seemed to be a need to share readiness and define the perspectives of reflection in pre-meetings. In addition, the participants were able to reflect proactively on their own and others’ practices and deepen their reflections each other. Furthermore, the collaborative self study provided an opportunity to reflect on their own practice, reflection, and expertise, and the process of developing a thesis through many discussions provided an opportunity to enhance their expertise.

　　 This paper aims to examine what kind of teaching is needed to understand the complexity and ambiguity of verbal probability. Although it has been proposed in other countries to make it a content of study, it has yet to be adequately taught in Japan. Therefore, in this study, we adopted a proof-of-existence type of research method, which shows through case studies that phenomena that fit theoretically derived hypotheses can actually occur. Related to research in the area of word and vocabulary instruction in Japanese language studies, we designed and implemented a lesson as a mathematics course for second-year junior high school students, with the goals of making students aware of the characteristics of their individual perceptions of Japanese probability expressions and of considering the characteristics/trends of numerical and verbal probability. As a result, we concluded that it is possible to understand the complexity and ambiguity of verbal probability by conducting a class in which problems are set in a concrete situation that allows learners to compare numerical and verbal probability and incorporate activities that enable them to become aware of their individual ways of perceiving verbal probability.

　　 It became clear that for learners to approach literary works in an exploratory manner and learn from each other, it is necessary for (1) learners to interact with each other, (2) opportunities for learners to acquire learning methods that incorporate the learning of others, and (3) shared processes that lead to deepening and refining their own thinking.

　　 In the field of Social Studies, Inclusion presents a challenge of adjusting learning content to balance the respect for diversity and citizenship education. This study focuses on the United States, where strategies for content adjustment have been developed. In U.S. Social Studies, a Modification reconciling the respect for diversity and fostering citizenship education has been introduced. Through the analysis of the textbook “Teaching Elementary Social Studies: Principles and Applications, “ it was revealed that learning content is adjusted from three principles: ① content, ② process, and ③ assessment; this involves conducting both “formal” and “substantive” content adjustments. These two types of adjustments contribute to realizing the development of citizens with a “transformative” orientation through “learning support” and the “deepening of content” in conceptual guidance. Therefore, content adjustment in the Social Studies curriculum based on Inclusion not only supports children with disabilities but also suggests significance in fostering the growth of citizens aspiring for “transformative” targeting all children who may find learning challenging.

　　 This paper investigates the inclusion of teaching materials from the Konjaku Monogatari Syu in postwar high school Japanese language arts textbooks. The study examines the selection of classical literature materials in all textbooks based on the course of study from the postwar period to the edition published in 2009. A total of 308 textbooks, 392 teaching materials, and 56 different narratives from the Konjaku Monogatari Syu were identified. The analysis reveals that the inclusion of these materials followed a logic distinct from literary research and showcased attempts to incorporate narratives from the “Honcho Buppo” section. Furthermore, we identified shifting trends over time, indicating that the Konjaku Monogatari Syu became less common as introductory subject materials as time progressed, potentially due to competition with the Uji Syui Monogatari of the same genre. we also pointed out a tendency toward convergence from the perspective of variations.

　　 This paper is a critical review of the “What is the Expertise of Subject-Specific Educational Researchers” symposium, which took place at the 48th Conference of Japan Curriculum Research and Development Association in 2022. Through critiques of five papers summarizing the symposium, three issues were identified: 1) the excessive connection between subject-specific educational research and educational activities and social contributions; 2) the tendency for the focus of discussion to shift from subject-specific educational research itself to subject-specific educational researchers; 3) the lack of vocabulary to describe the expertise of subject-specific educational research due to its methodological dependence on other academic disciplines. Furthermore, in this paper, positioning subject-specific educational research as transdisciplinary research suggests the potential to address these issues not solely by relying on researchers’ narratives but also through academic research.