The aim of this study was to develop a curriculum for training home economics teachers, with a focus on improving practical teaching ability, and to assess whether evaluation categories based on this curriculum could be used as a framework for evaluating lessons. By testing the curriculum with student and novice teachers, the following points became clear: 1. The home economics teacher training curriculum has three components: teaching ability (improving quality of teaching), comprehension (understanding what to emphasize during class), and selfassessment ability (assessing and reflecting on the quality of one’s own lessons). 2. Improved comprehension and self-assessment ability contribute to improving practical teaching ability. 3. Collaboration with subject-specialist teachers and the specialist teachers who teach subject-teaching methods enhances the quality of home economics lessons created by student teachers. 4. Evaluation categories based on the curriculum can be used as a framework for evaluating lessons taught by both student and novice teachers.

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In pursuit of the necessary contents in the Home Economics Teacher Training curriculum at a university level, I attempt to identify the required tasks for the curriculum by understanding the educational contents, and knowledge and skills of the current teacher training program. In this paper, I compare the results of the 2002 survey of the home economics high school teachers which was conducted in “The Current State of a University’s Home Economics Teacher’s Training Curriculum and its Issues(1)－Actual Conditions and Awareness of Subject Contents and Guidance of a Home Economics High School Teacher－” project with those of the new 2015 survey. The results clearly show that high school home economics teachers felt that they were better at “skills” at “knowledge” in the field of “food life” whereas they felt that they were not as well versed in the field of “housing life”. This finding was consistent in both 2002 and 2015 investigations. The subjects of these investigations most frequently reported that they either acquired or want to acquire “knowledge and skills” in the specialized university courses. In contrast, they were most likely to have learned about “the life and the welfare of the elderly” by themselves. It was also revealed that the subjects’ expectations for university education were higher in 2015 study compared to those of 2002. It is important for universities to play a major role in the standardization of fundamental abilities in home economics education.

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The purpose of this research is to examine effective support for the implementation of early childhood education and care experience (ECEC) for teachers without license of home economics education (LHEE). We conducted the questionnaire survey to 86 teachers with LHEE and 123 teachers without LHEE. The results showed that the teachers without LHEE give ECEC with the help of seniors, teacher’s guidebooks, and the local childcare support administrators. The teachers without LHEE needed active support from the administration such as providing the list of preschool facilities that accepted the ECEC. In order to make the ECEC possible, the following three points are shown as effective support for teachers without LHEE. First, the information about the ECEC needs to be shared, and teachers without LHEE should be able to access it. Internet service provision is thus necessary. Second, the cooperation between schools and childcare support administrators makes it easy for teachers without LHEE to implement the ECEC. Finally, it is important for teachers without LHEE to receive support from the Board of Education.

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The purpose of this study is to focus on Home Economics education in senior high school, and to examine how the learning contents of the older people have been captured and how the future learning of the older people should be done. For that purpose, I explained the Course of Studies and Home Economics textbooks. As a result, it was revealed that learning about the “welfare of older people” “living of older people” was regarded as important through an analysis period by the Course of Study. “Cooperation with other generations” came to be listed from 2009, and the “Relationship with older people” “support of older people” came to be listed from 1999. As for the “household of older people “ “independence support and welfare service ““understanding to an older people generation of the everyday life” have listed in textbook since 1988. At was revealed that “the collaboration with an area and the society” listed from 1999.

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The prevalence of food allergies among elementary and junior high school students has been increasing annually. This prevalence is especially high in the city of Sapporo in Hokkaido. According to the April 2016 survey, 11.3% of elementary school students and 13.4% of junior high school students had food allergies. The prevalence of food allergies among students at junior high school A was approximately 12% , with a total of 38 allergenic foods including eggs, apples, kiwi, peaches, shrimp, cherries, buckwheat, and milk. These allergenic foods were included in more than 50% of the cooking materials listed in junior high school home economics textbooks published by three different companies. We created menus for “spaghetti Napolitana,” “pizza and consommé,” and “sweet potato rice and pork miso soup” as cooking materials in which all students could participate and which students with food allergies could also implement at home and eat on a daily basis. When we conducted a cooking practice using these menus, students became curious and grew more interested in the ingredients used in the practice, improving their motivation to learn. It was confirmed that full cooking practice could still be implemented even if allergenic foods were excluded.

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