In this paper, we firstly have an overview of the policy trends related to teacher education in recent decades, while also study global trends, We sort out whether we have been thinking preservice and in-service teacher education, under what circumstances our country is. Next, we review trends of research papers related to teacher education that is included in Educational Technology Research of the past 10 years. Finally, we identify study results and challenges of educational technology approach to preservice and in-service teacher education. We propose what kind of design possible as research in the future.

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The purpose of this study is to elucidate the characteristics of the experiential learning for teachers in conformity with the context of educational practice in order to develop a model of factors contributing to such learning. For this purpose we have conducted two researches.In the first study, we interviewed school principals who had had extensive administrative experiences in education. The results of the interviews have shown us that it is possible to view teachers’ learning from the point of view of the “condition in which teachers learn from experience” and that their awareness of the condition along with a small adjustment of it within their community becomes a key. Based on this finding, a model of experiential learning for teachers has been developed.In the second study, the life histories of three teachers—one young, another middle-aged, and still another expert teacher—were analyzed on the basis of the experiential learning model developed in the first study. As a result of the second study, it has been made clear that whether a teacher learns from experience depends on the teacher’s condition in his/her teaching community. Thus, the key for opening up an amenable condition for teachers’ experiential learning is to take into consideration the community both inside and outside of their profession, in such a way as to transfer teachers to other schools in addition to inducing them to objectify their own practice. And further, we indicated validity and possibility of the improvement of the model.

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The purpose of this research is to define the teaching image model of the professors whose major is subject-teaching method in a university. First, the author set a framework consist of “belief” and “knowledge and skill.” Second, he interviewed 10 professors by PAC analysis and made the model. After he compared this model with the model from 7 subject experts conducted by same research method. As results, their belief comes from the subject based on a “Course of Study” and their teaching philosophy is clearer than the others. Besides, they adopt the experiment and reflection by the students as educational methodology to acquire knowledge and skill.

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In this study, the authors tried to develop the structural model of the factors for the sustainable development of school-based practical researches(SBPRes).Firstly, to clarify the factors for sustainable development of the SBPRes in schools, the authors made interviews with leading teachers to get information on their efforts to revitalize SBPRes extending for more than one year at three elementary schools and one junior high school. The authors analyzed the data using the ideas on the sustainable PLCs. Based on the findings, the authors made the tentative structual model for the sustainable development of the SBPRes. Secondly, to confirm the reliability of the model, the authors made interviews with leading teachers about SBPR efforts extending for a few years at another 3 elementary schools. The authors analyzed the data using the ideas on sustainable PLCs again and confirmed the reliability of the model. In addition, the authors clarified the existence of another factor for the SBPRes development and redesigned the model in consideration with the order and relationship among factors

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Two year’s worth of dialogue among teachers of different subjects collected from the First-Year Teacher Summer Training Programs held by Kyoto City, introducing a cross-subject learning system, were analyzed with a focus on how to design Microteaching (mock classes).　As a result, it was found teachers will be able to participate in class design of other subjects than theirs through assuming a learner-centered scene to acquire knowledge, selecting a teaching tactics to adopt in the class and understanding the teaching strategies.　 In addition, we found that suggestions about learning development, which teachers of other subjects made based on their realization of the relevant discipline, enabled teachers of the subject to predict multi-faceted learners’ reactions at each selected scene and thus to construct strategic plans to achieve the learning objectives in time. KEYWORDS: LESSON STUDY, TEACHER TRAINING, NOVICE TEACHER, TEAM LEARNING, COOPERATIVE INSTRUCTIONAL DISGN, DIFFERENT SUBJECTS

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The aim of this study was to clarify influence of collaboration for "consensus building" with parents in "Teacher professionalism of school accountability". The following consideration resulted from this study.It cannot be claimed that professional accountability is sufficiently achieved at the Level of "one-way explanation". That a teacher embraces parent needs can acquire lots of knowledge that he does not notice for teacher itself. Moreover, collaboration for "consensus building" with parents can be taken by reconstructing the educational practice which employed the specialty nature of parents needs and a teacher efficiently.　In order for a teacher to improve specialty nature, "the commutative professional approach for accountability" with coworkers is called for.

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The research aims at considering the better curriculum designs to cultivate lesson observation skills for freshmen preservice teachers. Three-year-data from the guidance and five-day practice teaching at Shimane University shows that curriculum re-designs about using videos encourage student teachers to gain the perspective of a sequence of the lessons. But it is difficult for them to record the lessons and communicate with others by technical terms even if they learn them. The data also suggests that the more preservice teachers focus on teachers and teaching, the less they focus on the students.

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This paper aims to assess the students' recognition about accomplishing attainment target of practical seminar for the teaching profession through the classes design about use of ICT. In study 1, we promoted the practical seminar for the teaching profession of 2013 focused on reflection about the contents of visiting lecturers with a teaching e-portfolio to the students, and they did peer assessment the movies with the system for enhancing student reflection using videos of class (MORIMOTO and KITAZAWA 2014) about class movies made by classroom teachers. However, from the results of the curriculum design, their teaching skills about subjects and child-care did not increase. In study 2, we changed the curriculum design of the practical seminar for the teaching profession of 2013 to the seminar of 2014. The points of the change were the students made the class movies focused on materials and child-care after that they did peer assessment about the movies with the system for enhancing student reflection using videos of class. From the results, we found that their recognition of teaching skills about subjects and child-care increased

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We conducted design research of lesson studies at an elementary school in successive three years. We changed ways of how to let teachers reflect upon sixth graders learning of combinations in mathematics. In the first phase of research (Year 2011), we used conceptual diagrams to visualize learning processes of each member in each group of a class, and a retrospective test of pupils’ learning outcomes that were conducted a month later in order to share the importance of dialogue based on the evidence. It took time to prepare the both supports above, and so we conducted lesson studies directly after the lesson and two months after that. In the second phase (Year 2012), we asked teachers to record and analyze ongoing activities of pupils in the lesson collaboratively, which increased the workload of analysis on the spot but reduced the total load afterwards. It is because we prepared viewpoints of observation induced by the results of Year 2011. In the third phase (Year 2013), we replicated the activities of Year 2012 and added predicting activity of each pupil’s result in a retrospective test. In sum, as research proceeded, we introduced more “predictive” activities for teachers by building upon results of lesson studies of previous years. These predictive features of the lesson studies made it easier for teachers to tie their observation on the spot with learning outcomes of pupils and to reflect on the learning mechanisms between learning processes and outcomes.

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We developed a professional ePortfolio system of self-assessment and peer review for student teachers. In order to evaluate its effect, we used results of the questionnaire filled out by students who completed their student teaching. The results showed the following: (1) Using an ePortfolio for self-assessment allowed student teachers to recognize that they were able to examine their student teaching objectively and to identify their own challenges. (2) Peer review among student teachers helped them to look back on their student teaching and realize the significance of evaluating each other. (3) While ePortfolio effectively helped them to think back to the education they have received, clarify their idea of what a desirable teacher is, and understand their current competencies, it contributed little to their understanding of the teaching training program.

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As for the mentoring, the word has come to be handled by the in-service teacher training in Japan. But research results of japan society for educational technology have not been clear if they have any significance in the training. Therefore we aim to examine what contribution mentoring studies of this society plays in the in-service training in more detail. In the main discourse, first of all, the trend of an international research is down shot for the concept, the function, the theory, practice, and the research. Next, a related map of the mentoring research in the education was drawn. The result of the educational technology research in Japan until present was located there. What contribution requested further by in-service teacher education was considered. As results, it was clarified that the accumulation of the research was still limited as follows. 1) Research on school as leaning organization and the related mentoring, and 2) Research that supports mentoring in municipality.

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