The purpose of this study was to examine the process of change in Pre-school-Teacher-Efficacy（PTE）in a group of junior college students majoring in early childhood education. This longitudinal study examined 1318 students from admission to graduation using a PTE scale consisting of 10 items. This PTE scale was administered at 8 stages ; just after admission（stageⅠ）, just before and after childcare practiceⅠ（stageⅡ, Ⅲ）, just before and after childcare practiceⅡ（stage Ⅳ, Ⅴ）, just before and after teaching practice（stageⅥ, Ⅶ）and just before graduation（stageⅧ）focusing on the pre- and post-childcare and teaching practice in nursery schools and kindergartens.

  The mean PTE scores were ANOVA for each stage and the process of change in the PTE scores was examined. The PTE scores decreased from stageⅠ to stageⅡ, increased in stageⅢ, decreased again in stageⅣ, and eventually increased in stageⅤ and onward. In addition, the comparison of the immediate pre- and post- practice indicated a significant increase in PTE scores only between immediately before and after childcare practice Ⅰ. The results show that the process of change in the PTE resulted not only from practical experience and learning at the desk, but also from job hunting activities.

  The process of change in PTE scores was divided into 5 categories by cluster analysis and the respective characteristics were clarified. Typological data showed explicitly that there was a fair number of students in whom PTE scores decreased in 2 years.

  The development of PTE is fulfilled by enriching the practical training for childcare and teaching specialists. It is the responsibility of those educating such students to fully grasp the personalities of students, and devise and implement the plan for detailed pre- and post-practical training guidance containing career guidance.

  This paper examines the major principles supporting teacher training in postwar Japan and how the educational system that accomplished university teacher training was carried out under the new educational system, through the analysis of students’ choice about academic elective subjects at Tohoku University Department of Education. The education department, an organization without parallel nationwide, was born out of the subsumption of normal schools that were the vehicle for compulsory school teacher training in the prewar imperial university education system. Accordingly, it is the best example to inspect the actual conditions of teacher training as it is supported by high level research.

  This paper is original in that it analyzes the work of teacher training through trends of education students and those of their teachers at the same time.

  This paper provides the following conclusions. First, primary school teachers were trained with a major focus on single academic subjects by other departments in the university. Second, junior high and high school teachers, who instruct academic subjects, were department of education majors. When the training of primary school teachers was not equal to that of secondary school teachers which was supported by a high level of research, it was not sufficient. This fact shows that the division by the kind of teacher, either primary or secondary, was continued from the prewar period.

  This study aims to reveal the role of the supervisor in a board of education for the development of school-based practical researches（SBPRs）．The objects were four schools and the supervisors who facilitate the SBPRs in these schools. Semi-structured interviews were conducted with the principals and teacher leaders in four schools. We collected the data about the outline of their SBPRs, the relationships with supervisors and the expectations for supervisors. In addition, we conducted the semi-structures interviews for supervisors and collected the data about the expectations and evaluations on SBPRs, approaches for the SBPRs in four schools and their attention for the relationships with four schools.

  The authors analyzed the interview data using the conception of consultation, especially the idea of four steps of consultation and the role of the consultant which was mentioned in the previous studies.

  The data indicates that the supervisors played ten kinds of roles: 1）making good relationship with school administrators and teacher leaders, 2）collecting the data on SBPRs through daily school visit, 3）supporting the clarification of the images on SBPRs and practices, 4）advising for improvement of the practices, 5）providing the information on practices and learning materials, 6）providing emotional support for teachers, 7）assessing the practices. In addition to these direct roles, the supervisors played the indirect roles, that is 8）intermediating for construction of the network outside the schools, 9）providing the learning opportunities and 10）providing the opportunities for confirmation and sharing the products of SBPRs. We have showed the role of the supervisor in a board of education for the development of SBP Rs and its structure.

  In this paper, I interviewed teachers to carry out the Gender Sensitive Practice. I explore the possibilities and the limits of practice with the tribe of teachers by analyzing what details and teachers who become practice value.

  I focus on the concept of ‘collaboration’ that individual teacher shares ‘Knowledge’ and ‘Meaning’ based on autonomy and mutual confidence, and the process where new knowledge is created through the interaction. In addition, I use four forms of the communication as an analytical framework. They are “code predominance / determinate”, “code predominance/random”, “context predominance/determinate” and “context predominance/random”.

  This paper has pointed out following aspects. Gender Sensitive Practice was performed by various communication forms. The practices by all forms of communication was carried out mainly on the actual situation of the child student. This means that the teacher is always considering the situation of “context predominance”. That is, there is always room where the collaboration is approved. And, there is a possibility that new practice or perspective are created for the teachers group.

  However,“context predominance”communication can be cut both ways.“Context predominance”practices that don’t have universality need to have a common view which teacher’s group find it necessary to do. On this occasion, the peculiar limit to Gender Sensitive Practice exists. First, it is difficult for the teachers group to share the necessity for approaching the gendered structural problem. Second, the appeal to the colleague becomes very limited. If Gender Sensitive Practice didn’t get over these difficulties, the practice get to personalization and is no effect.

  The aim of this study is to clarify the effects and influence factors of in-service training under the University-School partnership in China, and to examine how these factors affect the effects of such an in-service training.

  Because of the impacts of global trends in teacher education and the request for basic education innovation, the University-School partnership is experiencing a rapid development in China. Accordingly, a new teacher education model based on the partnership, which focuses on the relationship between the university and schools, is being developed. This study is especially concerned with in-service training under the new teacher education model. Related researches concerning the collaboration tactics and significance of the University-School partnership are reported by papers in recent years. However, there is little research focusing on the effects and the influence factors of the in-service training under the University-School partnership.

  In light of this reason, this study designed an analytical model that can be used to analyze the effects and determinants. Then the effects and influence factors were discussed by using this analytical model and date from three cases of University-School partnership. The results of this study can be summarized as follows.

  First, the in-service training under the University-School partnership has a critical effect on the reaction of in-service training, as well as the learning of knowledge and skills, the change of thought and manners, and behaviors changing. However, the effect of applying theories to practice is low. And there are four determinants of effect, which are the contents, time, management, and guidance of the university teacher respectively, are revealed.

  Second, the communication among university teachers, student teachers, and in-service teachers could influence the effect of in-service training.

  Third, the power of schools has a great influence on effect of in-service training. However, there are two problems in the three cases which include lack of guidance for practice and less support for the selection and proactive decision of in-service teachers.

  As the challenges that schools face are complicated, collaboration has been focused as the one of the professionalities of the teaching profession.

Collaboration of teachers has features peculiar to it. On the other hand, the collaboration has the basic features that collaborations of the other professionals also have, for example, equal relationships and a listening attitude. In the teacher training institution, it is important for students to learn the basic features of collaboration.

  One practical means is educational activities for children by students’ organizations. For the activities, students plan and manage the plays for children. For example, in “Friendship” Education Programs, it is said that students learn how to collaborate with other students through planning and managing.

  However, in educational activities by students’ organizations, students don’t always collaborate with other students. One student sometimes may decide something by using his position. The other student sometimes may proceed the meeting without listening to other students. Therefore, if students’ organizations are to be positioned as a place to learn the basic features of collaboration, it is necessary to facilitate students’ collaborative relationship in the organizations.

  The purpose of this paper is to consider the way to facilitate collaborative relationship in the educational activities by students’ organizations. For this purpose, I researched “Atsumare-wanpaku-tai” consisting of students of Chubu University department of contemporary education. The frameworks of the analysis are the “theory of action” and the theory of “organizational learning” developed by Chris Argyris and Donald A. Schön.

  As a result of the analysis, it is clear that “Atsumare-wanpaku-tai” has a communication pattern that obstructs students’ collaborative relationship. Unconsciously, students often followed the pattern. By the discovery of this pattern, students found the necessity of change and began to change the pattern consciously. Therefore, it is suggested that analyzing the communication pattern of students’ organizations could be a trigger promoting their collaborative relationship.

  This study aimed to examine how students aspiring to work as social studies teachers develop their views of this subject and teaching as well as clarify the possibilities for using life stories in teacher training. Previous research has shown that the presentation of life stories by teachers is significant from both theoretical and empirical viewpoints. However, little research has focused on the presentation of life stories by students who do not yet have teaching experience. Therefore, this study was conducted with students aspiring to work as junior and senior high school social studies teachers. It comprised three learning activities, wherein students were asked to “reflect on their own life stories,” “listen to the life stories of their peers,” and “learn about the life stories of teachers.” In the third activity, an attempt was made to connect research findings on teachers with practical teacher training using content from interviews with practicing social studies teachers.

  The present study analyzed how 21 students viewed their subject（social studies）and teachers through the three life story activities wherein students completed worksheets. ⑴ In terms of the activity to “reflect on their own life stories,” students recalled social studies lessons that they had experienced and considered the characteristics of a good lesson and teacher. ⑵ When “listening to peers’ life stories,” students understand characteristics of the subject of social studies by comparing their experiences with those of others. ⑶ When “learning about the life stories of teachers,” some students learned approaches to lesson development, whereas others developed their views of teaching as they gained a deeper realization of the diverse nature of schools and students.

  Thus, the three activities helped students to clarify the lessons they hope to teach and what kind of teachers they aspire to be. Therefore, the use of life stories in teacher training lessons is effective in helping students to understand the issues and characteristics of social studies and to deepen their identity as future teachers.

  The purpose of this report is to compare the crime rate of teachers with people of the same age in the general population and clarify the recent change. We usually see and hear disgraceful affairs of teachers in news. And, by those media discourse, not few people may have the image that the crime rate of teachers is high. Then, is the crime rate of teachers higher than general people in fact? By using macro statistics of NPA, MEXT and MIC, I calculate the crime rate of teachers.

  Taking data from the past five year we can clearly see that the crime rate for teachers in the age bracket 25-59 was clearly lower than the general population. The Crime rate of teachers is less than a one-fifth of that of the general population for all categories of crime. The brutal crime rate of teachers is less than one-fifth of the general population. and sexual crime rate of teachers is less than half of the general population. In other words, the teachers is the occupation group who rarely cause a crime.

  Secondly, by examining the change of the crime rate of teachers, we understood that the crime rate of teachers had changed at the standard that was extremely lower than the general population. Though the sexual crime rate of teachers is increasing, that of other people in the 25-59 year old age bracket is also increasing in a similar way. Therefore, we can know that the teachers are included in the increase of sexual crime arrests in society.

  The impact of the study on teacher education may be to announce this knowledge widely. The image that teachers have many disgraceful affairs becomes the unfair label for the incumbent teachers, and, for the students who want to be a teacher, it may be a factor to reduce the motivation. It is said that we are in “Education Distrust and Dependent Times”. It is thought that the disgraceful affairs of teachers attract attention and are sometimes reported in an exaggerated way because we are in such times.