In our school, a microteaching method was intro-duced in 1974 at the regular lecture concerning the development and the use of self-made teaching ma-terials, and concerning the operation of educational instruments. The microteaching method is carried out by roleplaying. Each student teacher teaches his favorite subject for ten minutes to student teachers who are playing the role of pupils. In this class, the student teacher is requested to use some teaching materials which have been devel-oped by himselfwith due consideration of the essen-tial substance to be taught in the particular lesson. The usual attendance number in a class is about 50 students. The evaluation of the ten-minutes lesson is done by all in・attendance except the one who played the role of teacher. Various feedback techniques are applied, such as an immediate comment with video tape recorder (VTR) playback, and an immediate data display with a response analyzer (RA) system. Following this, a special evaluating sheet is also employed as a feedback technique. There are ten questions on the sheet. They are, "Did the student teacher have a strong enough voice?", "Were his teaching materials suitable for the class from the viewpoint of the pupils'interest?",or "How assured was his attitude ?" and so on. All student teachers who are playing the role of pupils fill in their own answer on the sheet with a three-point rating scale after each ten-minutes'lesson on all ten items. A computer is employed to analyse these data to evaluate the teaching of the student teacher. These methods of the evaluation of teaching skills willbe very useful in teachers'training in the circumstances of little supervision and many students.

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In the lesson of the method of teaching mathematics, the microteaching sessions, the goal of which is a training of translation skills of mathematics subject matters, have administrated. In order to evaluate the sessions, we have used two "Test of Mathematics Material Development Skills" which are similar to the "Make-Up Problem Test," one of instruments measuring the creative ability in mathematics. After six microteaching sessions, fluency scores and flexibility scores of two Skill Tests have changed for the better. Especially, flexibility scores have strikingly changed.

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We have introduced a micro-teaching method into Fuzoku to improve a system of a student-teachers' instruction. In 1977 we recorded scenes of micro-teaching on video tapes, and used them to see whether the teaching plans and the teaching method were good or not. And we could improve both in teaching. Since 1978 we have been trying to develop or find out the training system that can cause the effect in classroom teaching. And we set up the following three types of systems ; such as Training in Micro Teaching (TMT type), Observation of Model Teaching (OMT type), and Teacher's Counselling in Teaching (TCT type). We studied how much effect each type has on instruction. The result was that the degree of effect was in the following order, OMT, TMT and TCT. And we could also make it clear that the student-teachers learned imitately only the superfi-cial teaching procedure in OMT type instruction. That's why they couldn't acquire the well-trained teaching techniques. So this year in 1979, we set up another new type of training system, the combination of TMT and OMT. And we intended to avoid the above defect as wen・ as to learn its effect.

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Student teachers frequently have difficulty transferring into practice their knowledge of.textbook recipes and verbal description of model teacher behaviour, one explanation for their difficulty is that the courses in teacher training are mainly organized as a body of tbeoretical abstract principles and so there is little opportunity in campus for a student himselfto integrate the gap between theory and performance. To solve this problem, we have developed and tried a program of teacbing practices joined microteaching and formal student teaching together in Japan. In this course student teachers learned and received training about some basic procedures of design and analysis in teaching-learning processes, teaching skill of questioning and dealing with pupil's answer, and microteaching. The program was evaluated in aspects of instruc-tional behaviour, teaching skilland in the opinion of student teachers. In the result, it was shown that the program tends to・the improvement of attaining teaching skill.

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The purpose of the present research was to in-vestigate the effect of a package of three types of simulations on the behavior of a group of student- teachers. Subjects for the study were a group of junior college students, preparing to be kindergarten teachers, just prior to the completion of their two- year course of study. Simulation methods employed consisted of: 1. Video Information, 2. Microteaching, and 3. Role Playing. Reported in the literature has been the use of each of the above three methods in isolation, but not as part of a total package. The complexities of teacher-child interactions in a kindergarten necessitate numerous decisions by the teacher. It was felt that each of the above three methods alone did not provide the necessary experience to work effectively with this complexity, however, as a total package they would provide the teacher with a more comprehensive experience. It was found that the use of this simulation package resulted in a positive experience for the student-teacher.

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[in Japanese]

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