Today the ratio of old teachers is increasing. At the same time, more and more young students are becoming teachers especially in urban areas. This makes the situation in which young teachers work harder. Therefore it is urgent to promote professional developments of young teachers.

  Using some examples, this paper aims to clarify the difficulties which young teachers have in common and the skills which experienced teachers use to cope with such difficulties. This analysis is done from a standpoint of communication between teachers and students.

  One of the results of the analysis is that the cause of teachers having difficulties in controlling the classroom is the “discommunication” between teachers and students. “Discommunication” is the communication that happens when the communication keeps going although teachers/students don’t really understand what students/teachers intend to tell. Of course we cannot say that only young teachers experience this kind of “discommunication”. However experienced teachers can predict the crisis happen through the “discommunication” and can avoid the crisis through communication. They surely seem to understand that there are differences between teachers and students.

  Analysis shows that the “listening to” and “waiting for” students are the essential examples of skills to predict and avoid the crisis. These acts are not easy especially for young teachers to do because when they are listening to and waiting for students, the situation is not stable and they are likely to feel nervous. However without doing so, they tend to interpret students’ action from a one-sided view, and then “discommunication” would happen.

  When we try to nurture young teachers and give them such skills, there are two things to do.: First, we can promote young teachers’ reflection. Second, we can make a situation in which elder teachers show the theory-in-Use in front of young teachers. However I must point that it is difficult to do such a succession under a strange balance of teacher population in urban areas.

  Among the variety of systems that existed to train secondary school teachers in modern Japan, it is presumed that private schools had graduated a large number of school teachers. However, private night schools in teacher education have not been investigated in detail. This paper aims to examine the role of private night school training of secondary school teachers in modern Japan by presenting the results of a case study of the Nihon University Higher Normal School（Nihon Daigaku Koto Shihanbu）.

  First, the students’ social origins were investigated. Many students had taught at elementary schools in Tokyo or its suburbs. However, most of them came from local provinces and had been primary teachers before coming to Tokyo. In their provinces, they usually reported having felt unsatisfied with the lower status of primary teachers and aspired to move to Tokyo for studying at university and attaining a secondary-school teaching certificate. Therefore, it is thought that night schools played a role in tempting and enrolling primary teachers from rural districts who desired greater career success.

  After enrolling, students were typically exhausted from studying at night after having worked all day. Moreover, the training system of the Nihon University Higher Normal School was so challenging that the students were often held back to repeat a grade. Consequently, large numbers of students had to drop out.

  Furthermore, if students were able to graduate, it was difficult for them to attain jobs at secondary schools. In the beginning of the Showa period, almost 40% of all graduates were primary teachers, whereas only 20% worked in secondary schools. Most graduates teaching in primary schools were inclined to stay in Tokyo. In those days, elementary schools in Tokyo had constantly been short of teachers since the Taisho period. Therefore, private night schools seemed to contribute to the supply of primary teachers in Tokyo by attracting rural teachers.

  The purpose of this paper is to examine empirically the integration of and interaction between theory and practice in the educational content and methodology of SCITT providers’ ITT curriculums, and the kind of intention and recognition on which this integration and interaction is based. I selected Gateshaed 3-7 SCITT provider as a subject for in-depth qualitative investigation and carried out semi-structured interviews related to the educational content and method of the curriculum with the Responsible Officer.

  In order to approach the above purpose, I referred to a part of the theoretical framework in the case studies of the PGCE course（school-based programme）developed by Furlong et al （1988）as a means for analysing the SCITT curriculum. They stated traditional PGCE courses can be understood as consisting of Curriculum Studies Methods, Educational Studies and School Practice. In their case studies, they outlined the work analysis of the nature of professional practice by Schön, concepts of classification and framing by Bernstein. Then they thought it necessary to distinguish four different levels of training:（a）direct practice;（b）indirect practice;（c）practical principles;（d）disciplinary theory, and found that three factors: structure, personnel and pedagogy are particularly important in moves towards integration.

  The conclusion of this paper can be summarised as follows: Firstly, with regard to SCITT providers’ recognition of the integration of theory and practice, it is clear that providers always attempt to put together curriculum based on a strong intention to achieve interaction between and integration of theory and practice. Secondly, the intention of providers to achieve integration of theory and practice is clearly reflected in the structure of the courses and organisation of the curriculum. For example, ‘school based tasks’ are linked to each curriculum and reflective professional studies module to help the trainee make connections between theoretical understanding and applications in the classroom in relation to all aspects of teaching and learning.

  A purpose of this study is to help parents recognize the education effort of the teacher by improving the sense of ownership of parents in the school. Therefore I set a work exhibition in the item of the school evaluation. And, in the work exhibition, we tried to dispatch information in which parents can notice the relationship between the growth of the child with the education effort of the teacher.

  In concrete terms the method was as follows. At first the child thinks about one's aim of a work and achievement one's stratagem. Afterwards the child records it on "a work exhibition card". And the teacher supports it to be able to achieve the aim of the child. After a work exhibition, the child writes "essay of one's impressions". The teacher writes comment to "an impressionistic essay" and "the work exhibition card" of the child. And they become the document of the school evaluation. The child carries "parents-questionnaire" and the document of the school evaluation to the parent.

  After the work exhibition, I analyzed the reaction of the parents to the work exhibition from "parents-questionnaire". At first I classified the reactions of the parent in nine categories. Next I compared the reactions of 2012 with 2008. Furthermore, I analyzed the reactions of the parents by correspondence analysis.

  As a result, the next thing became clear. Many Parents came to often talk with their children about a work exhibition, and many parents were able to notice their growth. In addition, demands and complaints decreased, and the words of the thanks to a teacher increased. Furthermore, the teacher was empowered by recognizing all the above results. This article concluded that it is important in school evaluation to improve the sense of ownership of parents for school as shown above.