The aim of this paper is to provide a review of John Goodlad's teacher education program. Goodlad is a curriculum theorist, and he has led reforms in some schools, advocating a “humanistic curriculum” as well as “non-grading”. Since the 1980s, he has focused particularly on the reform of teacher education programs.

  Examining teacher education programs, Goodlad has found that the curricula for teacher candidates attempt to cover too much and are unbalanced. According to his analysis, this is caused by “campus-wide teacher education” and the “credit system”. The staff who are responsible for offering courses for teacher education are spread among various faculties and departments under this campus-wide teacher education, and the credit system gives the students the right to form their curricula. This means no faculty member knows the actual curriculum of each teacher candidate.

  Goodlad's analysis of teacher education programs is based on his curriculum theory. He explains that his “humanistic curriculum” requires creation of “non-grading” schools, where individuals are given equal opportunity of access to the common core curriculum and communicate with many others. Also Goodlad considers human beings as whole characters which can never be divided into independent parts. Therefore he has insisted on a new system where individuals learn from the total characters of others. From the perspective of his idea, the “credit system” is the ultimate manifestation of the idea that the human character can be divided into independent pieces. This is why Goodlad seeks a new organization which can develop a common core curriculum for teacher candidates, and a new system in place of the “credit system”.

  The new organization proposed is the “Center of Pedagogy”. This Center brings faculty for teacher education together and is given the right to develop a general education curriculum for the teacher trainees and teacher education programs, and the right to select teacher candidates. Selected teacher candidates all belong to the same class, and the class is divided into a number of sub-groups of 12-15 members. Goodlad argues human conversations take place in these small groups which have continuity and this “class” and “grouping” are the basis of the system of the “Center of Pedagogy”.

  Students need lessons which offer something new, like the chance to make discoveries and develop. Teachers have been making efforts to provide such lessons and promoting study by each teacher of their own teaching which can generate insights into it, by discussing it with their colleagues in the school as a collaborative study. How can these discussions be fully utilized to improve their teaching?

  The main purpose of this paper is to examine how these discussions can be utilized to shape the next lesson plan. It focuses particularly on the process of:（1）observing a series of three successive lessons;（2）discussing the first lesson before planning the second, and repeating the process after the second lesson; and（3）reflecting deeply on and reviewing one's own way of teaching, and explaining it to others, just like “telling a story”, which can serve as the foundation for research.

  Based on the findings of the study, some points are made which can help teachers improve their skills so that they can plan and develop better teaching. Five critical points are highlighted. First, by observing how the children are learning, teachers may well identify some ideas about teaching plans which can develop their teaching further. Second, the purpose of the collaborative work should be properly understood and shared by those involved. Third, the actual practice needs to be reconstructed sufficiently in the process of collaborative reflection on lessons. Fourth, the findings provided by each teacher involved should be drawn on. Finally, it is important for the teachers of students in the same grade to discuss the lessons with each other and to enable them to conduct a collaborative study of their own teaching on a regular basis.

  The purpose of this project was to organize volunteer activities by students and teaching staff to improve the maintenance of the facilities of the university. The activities were conducted by the project method from the viewpoint of home economics education.

  The following activities were carried out by the students and teaching staff from June, 2004 to December, 2005: investigation of maintenance of the facilities in the university; grass cutting; cleaning of the activity room; floor cleaning; cleaning of a training center, a piano practice room, and the hall; making a flower bed; investigation of the method of sorting garbage; a lecture about the improvement of facility maintenance; volunteer activities for the beautification of K city; cleaning the attached schools.

  Nearly 300 students and 20 teaching staff participated in these activities. Those involved included teaching staff and children attending the attached schools in the area, and the alumni association. The total number of participants was approximately 400.

  Through the activities, many students recognized the importance of the beautification and maintenance of the facilities in the university.