This study employs eye-tracking analysis to investigate the viewing habits of individuals with and without dance experience when watching dance performances. The aim was to examine which aspects of the performance capture viewers’ attention and how their perception is inflfluenced by their level of dance experience, as reflflected in their gaze patterns. Eye trackers were used to record eye movements without physical contact, enabling the visualization and quantification of gaze behavior during the dance performance. The collected data were analyzed and examined to scientifically understand the cognitive structures associated with the attributes of the viewers. The results indicate that individuals with dance experience had more frequent gazes at the “Foot (Area of Interest5)” and “Others (Area of Interest6)” than those without experience. However, there was no significant difference in the duration of gaze between those with and without dance experience.

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This study examined the process and practice of implementing the “grade (team) homeroom teacher system” at Y Elementary School in Z City. Through interviews with teachers, this study analyzed the type of collaboration that emerged among teachers and the obstacles they encountered. The findings indicate that Y Elementary School became an organization where teacher involvement was enhanced by the introduction of the “grade (team) homeroom teacher system” compared to the traditional classroom teacher system. This change facilitated daily interactions among the teachers, transforming this group from one focused on homogeneity to one that actively acquires and shares the diverse knowledge of individual teachers, thereby fostering collaboration. Furthermore, it was found that the establishment of this collaboration positively impacted both the “improvement of support for children” and the “improvement of the work environment.” However, Y Elementary School faced three challenges in building collaborations, which varied depending on the teachers’ years of experience: (1) conceptual gaps, (2) lack of a clear process, and (3) time constraints. These three issues were also identified as factors contributing to the reduced effectiveness of child support.

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In recent years, students who want to teach are required to reflflect and develop their reflflective abilities. This study developed and implemented a reflflection design that contributed to improving trainee teachers' teaching skills. The reflection design incorporated “continuous lesson reflflection” as a method. The “continuous lesson reflflection” was conducted in two phases to respond to the trainees' cognitive issues: the first phase was to identify problems, and the second was to improve. In addition, this study positioned the trainees' lesson reflflection as “lesson reflflection learning” to cultivate their reflflective ability. Therefore, the trainees could recapture facts, detect specifific teaching issues, and find measures to improve and redesign their classes. This case study confirmed the effectiveness of a reflection design that incorporates “continuous lesson reflection” for trainees' lesson reflflection.

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