The aim of this paper is to clarify the content of mentors' guidance to pre-service teachers. First, it the guidance items of the mentors was identified by what 7 pre-service teachers in teaching physical education at Faculty of Education, H University described by using “Teaching Practice Diary”. Second, the results about guidance items were classified into 6 categories with the KJ method, and the interview was conducted with the mentors to obtain the deep understanding of them. As a result of the investigation, three characteristics were found. They were as follows: (1)The category of “teacher's belief' was clarified, which was not by past quantitative researches. However, the concrete content of ” teacher's belief' is vague, so it is necessary to clarify and study it more. (2)Particularly, “teaching material study” of “lesson plan” was found to be extremely important content of guidance in teaching practice. (3)The content of “lesson plan” and “teaching method” are tended to change from the 1st week to the 2nd week as the previous studies point out.
The purpose of this study was to examine t he effectiveness of the character education program in school physical education. The effectiveness of the character education program was ascertained by the supplementary examination of Don Hellison's “Teaching Responsibility Model”. The character education program was used in the university physical education classes of the Karada-Hogushi No Undo. Two university physical education classes served as the control and the experimental groups. The experimental group participated in the character education program, while the control group did not. In this s tudy, the effectiveness of the program was confirmed by measurement of social skills, through a character self-evaluation check list, a formative evaluation instrument of team building, a questionnaire and participant's personal comments. The results obtained from comparing t he two groups were as follows. 1. There was significant improvement in social skills and character among members of the experimental group when compared to those in the control group. 2. Social skills did not improve only by making the Karada-Hogushi No Undo merely exercise. In order to raise social skills, a method similar to the character education program is required. 3. The character education program was useful in routinizing a student's moral behavior. 4. The group learning was effective in raising feelings required for character building.