This study aims to propose a mentoring methodology in teacher education to support mentees and to suggest effective media to intensify mentoring reflection. To this end, a literature review and preliminary investigation were conducted. Subsequently, a lesson plan was developed as a medium of reflection, and teachers were instructed about its use.

　　The results obtained from this research are as follows:

　　First, a new way to utilize lesson plans in developmental and practical research was proposed. Traditionally, lesson plans have been associated with the improvement of instruction, but I posit that lesson plans should be linked to teacher education. Specifically, in response to the differing circumstances of mentees, lesson plans titled “Masu (a square wooden box used as a measure of rice) in the Middle Ages” and “The name of a new era called Meiji” were created and were employed to demonstrate the mentoring process.

　　Second, the study advised mentoring at a school site that would also constitute professional development of senior teachers who are to become mentors. Considering how lesson plans may be developed and utilized can itself become a medium of intensifying reflection with regard to mentoring. This practice accords mentors an opportunity to look back at their teaching to date.

　　Exploring these two themes was a major undertaking as such an assessment had not yet been subjectively conducted. As the number of young teachers increases, the aim of teacher education is not merely “to teach and be taught” but also to interactively “teach together and learn from each other.” Japanese history education, in particular, is a subject considered to be resistant to change. The first step toward reform of the instruction would begin with a dialog between senior and junior teachers questioning the fundamental assumptions about why Japanese history is taught to students.

　　The purpose of this paper is to enhance logicality in decision-making by developing social studies methods. Previous studies revealed that in the decision-making process, intuition performed a significant role.

　　Decision-making is influenced by the bias of intuition, thus in the decision-making process intuition must be controlled. However, previous studies about decision-making in social studies lessons have not suggested methods to control biased intuition. This study presents three main significant appeals:

　　First, decision-making methods must control the bias of intuition of learners to ensure logicality.

　　Second, develop social studies learning methods of “comparison-examination” and “self-discussion” that help to control the bias of intuition. This method suggests the solution of the former issues in learners’ decision-making processes (where learners tend to focus on conclusions and conduct unfair comparisons) which was observed in the survey of student’s description. This method allows learners to foster the logicality through comparisons between advantages and disadvantages, comparing the merits of each option in light of various criterions. Furthermore, this method should help learners reflect on the validity of their own decision-making.

　　Finally, revealing the effect of this method provides the cases tested in actual lessons.

　　Using this method then, the issues in learner’s decision-making processes such as “non-logical thinking” caused by focusing on conclusions and “unfair comparisons” are solved.

　　The purpose of this research is to clarify the structure of elementary social studies classes aiming to cultivate politically subjectivized citizens. The goal of elementary social and political studies learning is set as the recognition of the political self that is placed prior to the consensus-building learning and value judgments that are actively performed in the secondary social studies. Although the importance of dealing with socially controversial issues has been recognized in the past, there have been problems that persist such as where to set a goal, what kind of controversial issues with inherent political values to take up, and what kind of learning process should be undertaken. Therefore, in this research, focusing on the concept of “confrontation” as emphasized in Agonistic Democracy, it aims for the learners to reach the recognition of their political ego in the context of their confrontational relationship with others through the process of relativizing and reflecting on their political ego. I proposed adopting the confrontation of “pros and cons of using tax (redistribution)” and the “object of happiness” as the educational content for that purpose. Based on the class structure that is proposed, among many issues regarding the issue of soccer field construction I focus on the issues of “pros and cons of using tax” and “an athletic field that many citizens can use, or a stadium that is dedicated to only soccer for soccer fans,” and attempt to seek the recognition of political ego in the context of confrontational relationships with others in the discussion.