This paper is a practical study of a class regarding the school subjects of Japan in the advanced teacher education at graduate school. In the context of fostering an awareness of “assessment for not only children, but also teachers who want to improve the quality of their classes”, which is difficult to deepen at the undergraduate level, we have created a model class that makes the graduate students realize that it would be fundamental to understand the collaborative relationship among the cognitive framework (epistemology) of each subject, the subject contents and teaching methods. Analyses for the performances of those students showed that the inquiry activities based on “Theory of Knowledge” with the framework of subject teaching and assessments would work effectively in achieving such the goal. Furthermore, the collaborative facilitation by two different specialties was also introduced in this model class would have an effect to lead each graduate student to deepen their learning in a self-regulated manner on their own prior knowledge and practical experiences.

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In previous research on subject area in mathematics, a model plan was created. Regarding linear algebra, the lecture content items listed are mandatory for all students who aspire to become mathematics teachers. In the Educational Personnel Licensing Act, the establishment of ``subject content composition subjects'' that would realize the fusion of ``subject area'' and ``subject teaching methods'' has been proposed and is being revised. Recently, our society has placed emphasis on inquiry activities in the curriculum content structure of mathematics. The purpose of the research is to deepen and expand the understanding of the content of subject-specific subjects through presentations by students, and to construct subject-specific subjects that foster skills and perspectives related to subject teaching methods. The research method is to practice and consider Linear Algebra II for first-year students. In the lectures, we try to represent matrices graphically, apply them to everyday phenomena, and cover topics related to high school mathematics to serve as seeds for the content of the presentations. As a result, students were able to present a wide variety of content.

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The purpose of this study is to determine the potential for expansion to learning in other subjects that can be found in music appreciation lessons that use comprehensive art forms in the lesson content. This study identified similarities in the learning structures of music and related school subjects, and taught classes based on these structures. The music appreciation classes incorporated opera into the lesson content, which was intended to expand class learning in related subjects. Interviews were conducted with the students who took the class. After the students’ responses were analyzed, the analysis results were discussed in terms of expanding music appreciation classes, which include comprehensive art forms in their lesson content, into other subjects. The results of the analysis revealed that the students had gained an understanding of the learning structures that are shared between music and related subjects and found commonalities between music and other subjects. This was facilitated by conducting a comprehensive appreciation study, multiplying sound and non-sound media while deepening the children's understanding of a comprehensive arts.

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In university teacher training courses, the current situation is that even those who have obtained a license do not have enough knowledge and skills to actually teach classes. In particular, the field of childcare is aimed at children, and it is difficult to gain hands-on experience until you have the opportunity to raise a child yourself. In this study, we focused on early childhood education and care learning in the home economics teacher training course, and created an opportunity for home economics training course to experience childcare training and study from the perspective of becoming teachers. The purpose of this study was to clarify what kind of changes and effects can be achieved in awareness of teaching of childcare study. As a result of the practical exercise of the present study, not only were they able to obtain anecdotes from their experiences that they could talk about in class and confirm the content of the textbook, but they also found that their understanding of the teaching content was more objective and socially expansive. And they understood how to teach students and the importance of prior study. These results suggested the possibility of supplementing this with participatory practical training at universities.

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In this paper, we implement a class incorporating report assignments aimed at enhancing lesson planning skills in the specialized subject of elementary school mathematics at teacher training universities and faculties, and discuss its effectiveness. During the first half of the course, we focused on instruction that emphasized activities to discover patterns through inductive reasoning. Subsequently, we assigned a report task in which students conceptualize a lesson on the "Number Counting Game," with an emphasis on finding winning strategies. In this paper, we provide specific details regarding six elements proposed in the mathematics curriculum studies related to this topic. We demonstrate that this theme serves as a suitable teaching material for specialized subjects, considering the foundations of curriculum studies. The evaluation of the submitted reports, considering both subject education and classroom practice perspectives, yielded results surpassing the predetermined criteria. Furthermore, among the submitted reports, more than half of the responses clearly stated the objectives of the lessons, and approximately half of the responses ensured opportunities for children's inductive reasoning. These results suggested that the students had a certain level of lesson planning ability.

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The purpose of this study is to clarify the viewpoint of the structure of the integrated units in cross-curricular learning based on the commonality among subjects through the intersection of a music class with a science class. First, "sound" was identified as a commonality between music and science from the viewpoint of the subject content of music, and sound in music and science were summarized respectively. Next, the target of practice was set to the third grade of elementary school, and a unit on making a one-string box musical instrument was selected for music and a unit on the properties of sound was selected for science, and integrated units was designed and practiced. Then, from the verbatim recordings based on the video recordings of the lessons, scenes in which the content of the music and science subjects were easy to read were extracted and analyzed in relation to the content of the subjects. As a result, the following three points were found as perspectives for the structure of the integrated units. 1) The foundation shall be the direct experience of freely sounding and experimenting with sound. 2) The teachers of both subjects shall be aware of and develop the qualitative and phenomenological awareness of sound in the direct experience. 3) Setting up opportunities for the children to be aware of the relationship between the content learned in both subjects.

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Since 2022, junior high schools in Japan have delegated one ICT device to each student. However, the use of ICT in mathematics education is still limited. In this research, we use an ICT presentation device to teach junior high school students how to use data and encourage them to think more deeply. We present data collected using ICT and ask students to think about whether new knowledge can be gained from it. We provided informal statistical inference instruction to junior high school students. The results confirmed that even junior high school students can acquire the attitude of trying to make decisions based on data. On the other hand, the following two points became clear. Set the significance level value. Probability when making decisions has to be considered over a certain number of times.

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This study aimed to determine the characteristics of children's songs called 'warabe-uta' in terms of the subject content they provide in school-level music education. First, a literature review was conducted to determine the characteristics and educational significance of children's songs. Various aspects of their educational significance were identified. Second, the study discussed widespread inclusion of children's songs in education in the 1960s and the state of this inclusion in the 2000s. The educational content in these movements was considered. Finally, the study analyzed various aspects of the songs' educational significance in comparison with the characteristics of the educational content of school music lessons. In conclusion, two characteristics of the educational content of children's songs were identified:t he use of these songs in music lessons (1) provides students with an integrated experience of musical production and (2) is linked with holistic education that fosters motivation and creativity. Incorporating children's songs into lessons enables students to learn playfully via creative self-expression.

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The purpose of this research is to organize and highlight how the curriculum subject contents are treated in the various activities of occupation at Dewey School in regards to cooperation, problem solving, choice of theme and the teacher's role. Moreover is the clarification of subject contents in each age group by comparing the teaching contents of each subject from the Japanese curriculum guidelines. The research methods are to analyze various activities of occupation of each grade which corresponds to elementary school in Japan at Dewey School from the perspective of subject content, and to sort out the derived subject contents while comparing teaching content of curriculum guidelines. We found that at Dewey School children choose themes and proceed with occupation to solve problems jointly and the teacher's role is to support the children's activities. When contrasting the process of occupation activities and courses of study, we revealed that children learn various subject contents from 1st grade to high school by linking them. In the Dewey School, the learning content itself had both inter-curricular content and continuity between grades, which could be considered cross-curricular learning.

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This study presents a method based on documentation for art and craft education classes in teacher training universities. The focus is on reflecting upon and analyzing artwork to build an awareness that connects one piece of work to the next. To enhance the quality and completion of art creation, it is crucial to reflectively analyze the work, emphasizing a consciousness that links it to subsequent creations. Understanding the significance of the creation process and perceiving art-making in a continuous manner is natural for those specializing in art and art education. However, for teacher training students without an art specialty, this perspective might not be obvious. Therefore, in this study, we present a mechanism in which students do not merely complete their artwork; instead, they document and summarize the entire creative process through photos and words. This continuous reflection on the creative process enabled them to acquire a sculptural perspective and way of thinking.

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