This paper aims to examine the relationship of Teachers' knowledge, decision-making process and learning process in the view of “teaching as inquiry” as the framework of teacher assessment, focusing on the development of Grace E. Grant's study on PCK and “Portfolio Question”.

  Grant insists that teachers' portfolio is framed by the self-designed question that can form the text for interpretation. Question-making itself is an interpretative framing of pedagogical issue and represents the cognitive shaping of meaning found in classroom events. So question-answer-question inquiry cycle is very important to deepen teachers' understanding of teaching. And Slight changes in the wording of a question may reflect significant leaps in understanding. But when teachers realize the limitation of the first designed question, the 'meta-question' is designed and the new inquiry is started. So the sequence of question records teachers' understanding of many aspects of teaching. According to this view of teaching, “teaching as inquiry”, teachers' knowledge, decision-making and learning process are closely connected.

  The aim of this paper is to review the theory of a reflective practicum that Donald A. Schön proposes, and to clarify the characteristic and the problem of the practicum. The theory-of-action seminars that Schön and Chris Argyris undertook since the early 1970s is suggested as the means to resolve the problem.

  It is said that many countries adopt Schön's theory of the reflective practice as the basic philosophy of teacher training policies, and curricula that train the reflective practitioners have been discussed and come to be carried out.

  However, the reflective practicum that Schön proposes for training the reflective practitioners has not been examined in detail. So far, the practicum is referred to only as a model of the teacher training curriculum. Therefore, the important characteristic of Schön's reflective practicum and the problem attendant to this characteristic have been missed. The characteristic is that the practicum includes the process of the improvement of the dialogical relations. On the other hand, the problem results from the difficulty of the process. If we didn't cope with the difficulty, the practicum might be ineffective.

  One promising means is the theory-of-action seminars. The purpose of the seminars is the improvement of the dialogical relations. Though Schön explains the seminars closely in Educating the Reflective Practitioner, he doesn't point out the function that solves the difficulty the reflective practicum has. In this paper, the difficulty is clarified from the viewpoint of the collaborative work of Schön and Argyris that is theoretical background of both the reflective practicum and theory-of-action seminars. Then, the seminars are related with the practicum as the solution of the difficulty.

  The above consideration will help to design a curriculum for training teacher students as reflective practitioners.

  This paper aims to clarify the features of the teacher training school program and teachers' competency of progressive education kindergarten in Free Kindergarten and Children's Aid Association of the Hawaii Islands (FKCAA) from the end of the 19th century to the early 20th century. FKCAA had the close relationship with American Progressive Education. Harriet Castle who established FKCAA, learned from J. Dewey and G.H. Mead. They were the most famous persons that contributed to Progressive Education and Chicago Pragmatism at that time.

  The teacher training school of FKCAA had strong features until it had a relationship with State Teacher's College of Hawaii in 1922. The competency of progressive education kindergarten teachers had been changing for 25 years. In the teacher training program, the primary concern of a teacher in 1900 was the care of indigent children. And around 1910, the training program criticized Froebel's educational methods, and specialized teachers had to create a program for children. Around 1917-1918, kindergarten teachers learned psychology and child study in order to understand children's development scientifically. And the training program adopted Dewey's book reading, and teachers had to learn how to understand children in multiple ways. In addition, kindergarten teachers had to learn about many educational contents. And in 1920, specialized teachers' competency involved understanding children's play. Children's important activity was integrated to play. Understanding this required a thorough grounding in the children's interests and the given subject matter. In other words, a teacher must combine understanding children with the subject matter. Understanding children was realized through observing and describing them directly.

  The research purpose is to clarify the changes of teacher education in China from year 1990 onwards due to the raise of status of Teacher College into Universities.

  There are three proposed research subjects: 1. Clarify the process & change in teacher education curriculum due to the status's raise from Teacher College into University. Reference to Teacher education's Curriculum research in Japan, and analyzed from the perspective of “General education”, “Specialized education”, “Professional education” and “Educational practice”. 2. Research on the awareness of University A's Administrative personnel & teaching staff and how they cope with it amidst the transformation. 3. Through the analysis above, the teacher education quality is being compared before and after the reform.

  The analysis is mainly focussed on a Teacher College which was raised to the University level in the year 2004. For Subject 1, the teaching plan of University A from 2000-2010, as well as reports and application materials made during the transition are collected to analyze the change in University concept and courses. Chose 2 faculties to analyze the change in teacher education's curriculum. As for Subject 2, Conducting interviews with the faculty members of the department of teacher education. Lastly, the change in quality of teacher education due to the raise into university level is observed and analyzed.

  From the analysis above, the transformation of teacher education is observed as below: Regarding the change in teacher education's curriculum, the General education and Specialized education are strengthened and the Educational practice's hours are extended, but pedagogy and other Professional education theory has a strong trend of not being integrated. As a university the General education and Specialized education should be strengthened. But within the teacher education it has also raised the problem about the professional education, especially professional education theory and the connection with educational practice's has been neglected.

  We are concerned with collaborative learning action-research. The term “action-research” is defined as research in which the practitioner interprets his/her own practice not objectively but subjectively, and which he/she reflects on his/her way of thinking. Here, I deal with a kind of action-research, “frame analysis”. I define “frame” as the individual base of behavior, which is decided by one's life story.

  The purpose of this paper is to examine which collaborative learning action-research can be applied to teaching practice. To put it concretely, this study aims to clarify the process of teacher's frame altering, and to suggest new points of view to teaching practice research.

  First, I discuss 2 characteristics of collaborative learning action-research through considering previous research. ①We clarify a teachers' frame based on life-story from observing peculiar practice. ②Action-researchers do not evaluate other teachers on their performance, but understand their frame through discussion.

  Secondly, we carried out action-research, I analyzed the process of how two student teachers clarify own frames.

  Thirdly, after two years, we carried out action-research again. The result of analysis shows he/she taught along with his/her own frame, and that he/she accepted another frame, he/she reflects on her own frame, and creates a new original frame.

  Finally, as the result of the research, we may, therefore, reasonably conclude that collaborative learning action-research is effective for practice teaching. There remains a question whether two teachers conducted frame-experiment actually. We must examine how he/she conduct frame-experiment in the future.

  This paper aims to clarify the challenges teacher training in Vietnam has, and how Vietnam has tackled those challenges since 1986, when the Doi Moi policy was launched, by focusing on reforms in higher education in Vietnam.

  This research approaches the theme in the following way: first, outlining the challenges of teacher training by discussing the papers which the Ministry of Education and training has produced; second, taking the “Normal University in Ho Chi Minh City” as the classic type of normal university, and studying the reforms in the structure of departments and curriculums; and third, presenting the “University of Pedagogy” a member university of Hanoi National university, which directly reports to the cabinet and has more autonomy, as a new type of normal university and discuss the new models in teacher training.

  The analysis in this paper concludes first that challenges of teacher training are the following:（1）normalization of teacher qualification,（2）adaption to social demands, and（3）a shift to teacher's professionalism: second that although non-normal universities can offer teacher training programs, the “Normal University in Ho Chi Minh City” has diversified the programs and offered non-teacher training oriented programs to adjust to social demands, but that traditional normal universities represented by “Normal University in Ho Chi Minh City” has not renovated the curriculum which has been focused on logic but on practice: and third that “University of Pedagogy”, contrary to traditional normal universities, re-examines traditional teacher training mode and makes more of teacher professionalism by introducing new models of “3+1”, “4+1”, the latter of which, in ideal, is potential to train teachers with knowledge and practice in master's course. This conclusion suggests that Vietnam attempts to tackle with the challenges above mainly in leadership of “University of Education” with its new model. The following issue, however, is left for future research: an examination of the curriculum of the new model and the possibility of it prevailing.

  In Japan, there have been growing demands for quality assurance for teacher education programs. Many universities and faculties responsible for teacher preparation have undergone major reform efforts to revise their curriculums and practices for preparing teachers. However, since education is a dialogical practice, institutionally driven systematic reforms have limits in assuring the quality. This study thus emphasizes the fact that education requires two wheels: those who are responsible for teaching carry one side of the wheel, and those who are responsible in pursuing their learning carry another side of the wheel. This study assumes that the major problems in the previous reforms for quality assurance of the teacher preparation programs in Japan is that there is an oblivion on the need for building the learner's agency. This study introduces the organization and delivery of the course that aims to build learner's agency in student teachers. This course takes a model of the ways major land-grant universities in the U.S. organize their introductory courses to situate their first year students to assume their agency in pursuit of advance level of studies. Major characteristics of the course structure is that it requires students to prepare, participate and reflect subject matters to foster critical thinking both curricular and extracurricular environments. Then, students having taken this course were asked to complete a survey in seven to eight months after completing their course work to measure the long-term impacts of this course. The survey result revealed that the students have gained a great sense of accomplishments from the course. Furthermore, students have spent a significant amount of time outside of the classroom to prepare for the class, and the students have shared their deeper understanding in the subject matters introduced in the course.