The purpose of this study is to investigate how a public sphere can be formed in evaluation in the field of education and its effectiveness, aiming at a useful school evaluation and teaching evaluation. The objective of evaluation activities in school should be not only to improve teachers' ability but also school education as a whole. However, for the students teaching is undoubtedly the most important school activity. Therefore, teaching evaluation should be the core of evaluation in school, but it is much to be desired that the effect is extended to the whole of education. This paper proposes the formation of a forum where a variety of people concerned in a school participate in teaching evaluation and discuss freely, and suggests that such a forum may bring about desirable changes in the school.

  At Tatsuno High School in Nagano Prefecture, teaching evaluation by a student council was carried out, and the results were discussed as part of the agenda at a conference in which student, teacher and PTA delegates took part. A public forum was formed as a result of the democratic discussion at the conference. In this forum, various plans have been determined to improve not only teaching techniques but also the curriculum of the school. The desirable changes that occurred in the school were not restricted to those in teaching and curriculum, and the community spirit of students was also raised by joining in the evaluation activities.

  University education's involvement in teacher education is long established, but its development has been neither smooth nor unproblematic. Industrial teacher education in university teacher education programs has had particularly complex problems. One of the most important problems has been the place of industrial skills in university-based industrial teacher education.

  The purpose of this paper is to examine the role of Selvidge's method of trade and job analysis for university-based industrial teacher education at the University of Missouri from the viewpoint of the historical study of university-based teacher education in the United States.

  The following three points became clear from this examination.

  First, the school of education in the University of Missouri trained the teachers to teach industrial studies as part of general education. When the Smith-Hughes Act was enacted in 1917, the school began to train the teachers to teach industrial studies not only as vocational education, but also as part of general education. These characteristics of courses for training of industrial studies teachers reflected Selvidge's thinking about the education of industrial studies teachers.

  Second, the university-based industrial teacher education at the University of Missouri put emphasis on teaching industrial skills. The content and credits of the shop work experience were unchanged from 1908 to 1941.

  Third, Selvidge's method not only taught industrial skills but also the teaching skills for teaching industrial skills in the university-based industrial teacher education program at University of Missouri.

  Almost twenty years have passed since the Ministry of Education started the funding program for "open spaces" in 1984. As of 2004, more than six thousand elementary and junior high schools out of around 35,000 schools have some type of "open-style" spaces in their school buildings. Using these open-style spaces the schools have changed the traditional way of teaching, namely lecture-style classroom instruction, into some types of individualized instruction. However, some teachers are at a loss how to use open-style spaces.

  Twenty-six open-style elementary schools were selected and a questionnaire with ninety-three questionnaire items covering nine major topics was sent. 388 teachers responded. The questionnaire was about: 1）educational practices―use of open-style spaces, instruction methods, educational programs, flexible scheduling and guidance; 2）school management―management system, cooperation with the local community; 3）professional growth and school reform.

  The analysis has three focuses; the effect of open-style spaces on educational practices and on school management, and on teachers' professional growth. The teachers recognize that open-style spaces make the student learning broader and more fruitful and have made teaching more tailored to the students, life environment study, integrated study and so on. Also they actively exchange information, team-teach and bring volunteers into schools.

  On the other hand, the teachers feel that preparation of instruction using the open-style spaces is harder and requires more time and energy. In spite of these problems they strive to make students' learning more meaningful by using the spaces.

  The teachers recognize that the opportunity to teach at schools with open-style spaces helps their professional growth and improves teaching skills. Though they feel the teaching requires more time and extra work, they enjoy it and make efforts to implement the new Course of Study using the open-style spaces.

  This paper discusses the issues related to personnel evaluation of teachers in Japan. A system of evaluation of merit and the performance principle have been used in personnel evaluation of teachers in Japan since 2000. The adoption of the new teacher evaluation method has provoked a great deal of controversy. Although the problems of teacher evaluation have been studied from the viewpoint of the professional development of teachers, there has been no study that tried to discuss it from the perspective of personnel management. However, it is essential to study the issues of personnel evaluation from the viewpoint of personnel management because it is one of the most important subsystems of a personnel management system.

  This paper makes clear that there are three issues in the personnel evaluation of teachers considered from the viewpoint of personnel management: 1）it has no basic system of personnel management; 2）there is no distinction between performance management and personnel management, and hence the way they are or should be correlated is not taken into consideration; 3）a suitable Management by Objectives model is not being used.

  In order to move towards solution of these three problems, this paper makes these proposals. The personnel evaluation of a teacher should be carried out by evaluation of knowledge, capability or skills, and not reflect the result of performance evaluation. That is, the professional knowledge and skills required for the teacher's work must be examined. In order for personnel evaluation to be carried out properly, a basic system of personnel management must be established. Moreover, regarding Management by Objectives, a different model from the present one should be adopted. This paper considers the above issues from the viewpoint both of personnel management and of teachers' development.

  The purpose of this paper is to consider the features and problems of graduate level teacher preparation in the U.S.A. The idea of preparing teachers at graduate level for their initial certification did not originate in the current debate on teacher preparation. Historically, there have been many proposals and programs for graduate teacher preparation at various times, but they have not yet become mainstream in the U.S.A. This paper focuses on the reason for the difficulties in realizing graduate level teacher preparation.

  During the 1930's, the Master of Arts in Teaching（M.A.T.）program was developed at Harvard University in order to attract talented liberal arts students at graduate level. During the 1950-60's, M.A.T. programs and other graduate level programs flourished because foundations such as Ford provided funds to bring talented liberal arts graduates into teaching because of teacher shortages. But as the shortages ended and the funds ran out, many of these programs were eliminated. And in the 1980's, issues relating to teacher preparation became a focus. Even though these programs were set up with inadequacies in subject studies, professional studies, and field experiences, some of the schools of education developed a graduate preparation program as a professional education. From the 1990's to the present, the teacher shortage has again become a serious problem and the education schools have developed a variety of graduate level programs.

  From the investigation of literature and case studies on the two-year certification and the Master's degree programs at the University of California-Berkeley and the University of Washington-Seattle, this paper found the problems concerning graduate level teacher preparation are as follows: 1）the size of the programs―they are too small to staff public schools: 2）the question whether full time study is necessary for graduate preparation; 3）the continuity and integration between the undergraduate and the graduate levels so that talented undergraduate students can enter the teacher preparation program at the graduate level, and; 4）collaboration between the university offering the graduate preparation and the school districts so that these talented program graduates can teach in the areas where they are needed most.

  Over half a century has passed since the principle of "teacher education in university" was established. But its essence is not clear yet, and it is difficult to reach an agreement about it among the lecturers concerned with teacher education in each college and university. In Tokyo prefecture, a new system for teacher education has been recently introduced from not by universities but by the Board of Education. It should be explained what role the universities can play in teacher education, particularly at a time when practical skills are required for teachers.

  The purpose of this study is to indicate the significance of teacher education in university. It reexamines what role universities can play in teacher education and suggests the possibilities of proposing "teacher education" as a curriculum. For this purpose, we have investigated two cases of the same subject in a university, using three methods: self-observation by lecturers; evaluations by students; and researcher-observation to find the similarity and diversity.

  The following results were found. First, there are many differences between lectures, and hence exchanging information and discussion between lecturers are important to maintain the similarity and develop the diversity. Second, evaluations by students indicate that the diversity in their understanding is also caused by the lecturers' attitudes, media, and the number of students. On the other hand, their satisfaction with the lecture and effort for learning are correlated with their motivation to be a teacher in both cases. Third, the similarity and diversity are also found in the lectures, students' responses to the lecturer and a feeling of membership in a group fostered by discussion among students. At the same time, it suggests the necessity of development of lecturers' capability to create a better learning opportunity for students.

  The following task is that the similarity and diversity within each of the series of lectures should be analyzed in terms of the learning opportunities it gives the students.

  This study deals with the "Inquiry-Network" Project, in which university students and pupils in elementary and junior high school collaborate. The aim of the project is practical teacher education. It started in 1995 as an open class of the faculty. Since 1998, it has continued as a "friendship project" of the Japanese Ministry of Education and Science.

  This project has three objectives. The first one is that elementary and junior high school students can learn how to inquire, make presentations, and solve problems by participating in it. The second is that university students can design and practice various participatory activities from their first year by means of the project with children for a substantial period. The third is that this project, which is in the curriculum of the faculty, offers an opportunity to foster practical skills, preparing students for teaching practice conducted in their third and fourth years.

  Nine smaller projects were active in 2004, which were: puppet-show, cooking-and-eating, making paper, balloon-making, cooking, exploration, camping-workshop, historical study, and communication for the handicapped children. 250 school children and 150 university students attended in these projects.

  Some pupils have participated in projects for ten years, and they support projects as experienced pupils. Also many university students, from the first to fourth years, have participated in the projects for up to four years.

  The projects are eight months from May to December and are divided into three terms. The first term is the "Spring Cycle" from May to July, during which the pupils and students start to plan projects. There is a Mini Friend Festival in July. The second is the "Summer Cycle" from August to September. All participants camp to practice their projects in various ways. In September there is an interim presentation. The third is the "Autumn Cycle" from October to December. In December the fruits of all the projects are presented. This presentation is called a Great Friend Festival. From December to March all the students reflect on their projects. After that, they will design a project for the next year.

  By conducting this project, university students can design, practice and acquire practical teaching ability.

  Japan International Cooperation Agency (JICA), with a strong belief in the importance of human resource development for nation-building, started the Long-Term Training Program as a part of the technical training of overseas participants. In fiscal 1999 JICA began a new system of long-term training that allows participants to undergo training for two years. The point of the system is to allow young administrators, researchers and business people to study at Japanese universities for further degrees (MA, PhD, etc.). Under the program, our university has also accepted three to four mathematics and science teachers a year from developing countries in our graduate programs. The university administration had agreed with JICA to offer courses and academic support in English, and accepting JICA Long-Term Trainees was the official manifestation of the university's intention to ensure courses and academic guidance/support in English as circumstances demand. As of October 2004, there are a total of 16 JICA Trainees from 9 countries, mainly from Africa. In the Fall Semester of 2004, there were eleven trainees enrolled in the master's degree program in mathematics and science education. They study in the same classroom with Japanese students, and they must meet the same requirements for successful completion of the program.

  The purpose of the paper is to reflect on the experience of JICA trainees enrolled in a teacher education institution as well as that of its faculty members who were involved in supporting their professional development. Based on the data from an interview and questionnaire surveys of the JICA trainees and faculty members, the paper explores the three research questions: 1）how faculty members tried to ensure the right of learning of JICA trainees in and outside regular classes; 2) what JICA trainees believed that they had learned and acquired in the Changing Curriculum Workshop, which is a voluntary, independent learning opportunity; 3）how JICA trainees contributed to "globalization of the university". The paper concludes with discussion about the context of globalization of higher education, and the value and challenges of receiving students from developing countries in schools of education and teacher education institutions.