ABSTRACT 　　 This study revisits the state of multi-professional collaboration and its challenges in the context of clinical pedagogy by reconsidering multi-professional collaborative conferences as emergent educational practices used by teachers and local development support workers. First, the educational policy underlying the current practice of novel multi-professional collaboration is reviewed. Second, the significance of this educational practice is examined from the perspective of clinical pedagogy. Finally, the narrative-based practice of in-service teacher education is exemplified and the practical issues of multi-professional collaborative conferences are examined. 　　 The clinical pedagogical perspective revealed that multi-professional collaborations between teachers and local development support workers should be re-evaluated as an educational practice that deepens children’s understanding and explores new collaborations to care for and support children. Current educational policies promote the practice of “curriculum open to society” is primarily examined via learning activities, and the practice based on the concept of “school as a team” is explored mainly in the context of student guidance and counselling. Evidently, it might be difficult to improve the quality of educational practice as multi-professional collaborations without deepening the mutual understanding of the zone of proximal development of each child. 　　 In clinical pedagogical practice, multidisciplinary collaboration is accompanied by a kind of “disturbance” that leads to the novel activity system. By accepting the emotional experience (perezhivanie ) that accompanies such disturbances, respecting each other’s specialties, and conducting a polyphonic dialogue, the practice of in-service teacher education could be enriched. Multi-professional collaborative conferences must thus shift from a problem-solving phase to a problem-inquiry phase, whereby the multi-professional conference can be a mode of “open dialogue” that addresses the problems in the network of relationships surrounding a child in crises.

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This paper provides an overview of Japan’s social care (alternative care) system and children living therein and describes the roles and support expected of schools and teachers. In recent years, the number of children in the alternative care system who have experienced abuse and maltreatment by their parents or who have a disability has increased. Regarding care during their stay in social care, they require various means of support, including through care (leaving care or aftercare), which can minimize the negative impact from their parents or guardians and offer a view toward becoming independent in society. Children in alternative care are living today with various social disadvantages that can be attributed to their parents, through no fault of their own. Schools and teachers are expected to function as adults who can reach out to them and empathize with their struggles and suffering.

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ABSTRACT 　　 In 2008, the Ministry of Education, Culture, Sports, Science and Technology’s “School Social Worker Utilization Project” was launched. 　　 At the beginning of the project, the “necessity of social work” in schools was often emphasized to protect the rights of minority children and to “connect” schools with families, communities, and related organizations. 　　 In recent years, it has overlapped with the discussion of work style reform for teachers, and it has also been discussed in connection with the theory of reducing the burden on teachers. Schools and boards of education who use the system are considered experts in “countermeasures” (outreach, home visits, and so on) for family rearing difficulties, such as truancy, child abuse, and poverty；they tend to be external personnel who are responsible for case meetings between schools and external organizations. 　　 However, many school social workers have sought to be professionals who bridge school education and social welfare in solving problems in the lives of children and families and play a role in guaranteeing the children’s best interests by bridging education and welfare and acting as representatives. 　　 Overcoming these gaps will require questioning the boundaries between education and welfare between professionals who work together in schools. Education and welfare have boundaries in many aspects. However, these boundaries have been created by both educators and welfare workers. 　　 The fact of mutual dialogue and practice has created a step to dispel even the slightest sense of boundaries and separation. 　　 I would thus like to describe the current situation of school social workers in recent years, their position in the era of “team schools,” and their qualities and abilities unbound by the boundaries between education and welfare.

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ABSTRACT 　　 Since the 2010s, expertise-based team systems have been implemented in schools to address diverse student problems. The introduction of school team systems and collaboration with professionals aimed to alleviate the consequent burden on teachers. Among these professionals, school social work is positioned as a profession that deals with children’s welfare issues, such as poverty and truancy. 　　 This study conducted an analysis to ascertain how teachers were affected by working with school social workers. 　　 First, it examined the fundamental characteristics of school social work and the role of school social workers in constructing a school team system. It was found that school social work expertise included the function of building team-based school systems. However, the social workers’ practice of building school team systems was limited to supporting teachers in developing the system. 　　 Second, it investigated the policy positions of school social workers and explored the relationship between school social workers and teachers. Furthermore, the positioning of school social work and teachers in policies related to the “school as a team” and the “welfare functions of schools” were examined. 　　 These examinations revealed that the utilization of school social work does not fully alleviate the burden on teachers and teachers’ practices in providing welfare support to students latent. 　　 Finally, to address this situation, this study emphasized the importance of understanding the actual state of welfare expertise within teachers’ educational competence from the perspective of educational welfare.

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ABSTRACT 　　　　(1) From March to May 2020, the authors conducted a questionnaire survey on the boards of education, schools, and School Lawyers nationwide that introduced the School Lawyer System. In this paper, I consider based on the results of this questionnaire survey, especially School Lawyers’ responses. According to School Lawyers’ responses, although they do not deny the idea of “School as a Team,” they consider it extremely important to ensure externality, without which the best interests and rights of children cannot be protected. According to School Lawyers who responded to our survey, schools are the best place for Scool Lawyers to be consulted than law firms or school board rooms, and they strongly desire to interact with School Social Worker and School Counselor. It is best that School Lawyers make regular rounds and visits to schools, and participate in “Case Conferences” made up of various educational professionals. (2) To promote the aforementioned School Lawyer System, first, we must recruit School Lawyers who understand education and children’s rights. For this, it is desirable to establish a way in which lawyers belonging to the Children’s Rights Committee in the local bar associations are sent to the boards of education. However, since the number of lawyers who belong to this committee is limited, it is necessary to urgently train incumbent lawyers who can understand education and Children’s Rights. We must also cultivate students who understand education, schools, and children’s rights in law schools. In March 2023, the authors visited the Mills Legal Clinic (MLC) at Stanford University Law School and interviewed a professor and two students. In this paper, I explore how to train School Lawyers at Japanese law schools while presenting the MLC’s learnings. 　　 As the School Lawyer System expands, “legalization” of education will be unavoidable. If cooperation between School Lawyers, teachers and staffs, and education-related professionals as presented in this paper is not realized, the negative aspects of “legalization” will engulf school education. We currently are at acrossroads regarding the School Lawyer System.

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ABSTRACT 　　 In June 2022, the Japan Sports Agency’s Commission of Inquiry published a proposal to shift junior high school extracurricular sport activities to the community. One reason given was to reduce the burden on teachers involved in extracurricular sport activities：another was to guarantee sport opportunities for junior high students in the future. Attempts to transfer extracurricular sport activities to the community were made in the 1970s, but they did not spread nationwide, and such attempts made in certain regions eventually ended. Doubts and concerns were voiced by various quarters regarding the most recent proposal, and it became clear that there were many difficulties pertaining to realization of the plan. 　　 A major factor in the failure to transition to the community is the lack of adequate public sport facilities in local living areas. The fact that the development of public sport facilities is an important element in the promotion of community sport has been on the policy agenda since the period immediately following World War II, but for a long time, progress was slow. In the 1970s, municipalities across the country finally started to develop public sport facilities, but from the 1980s onward, the speed of development waned because of budget cuts in the name of “administrative reform.” After peaking in the mid-1990s, the number of public sport facilities has continued to decline. 　　 To realize the transition to the community, conditions that support community sport and the construction of public sport facilities must be implemented. The possibility of transition to the community will only become a reality when appropriate conditions enable the development of a variety of voluntary sport clubs. Furthermore, sport clubs must be ready to play a role in the transition.

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ABSTRACT 　 This article seeks to explore the prospects, inconsistencies, and challenges inherent in the qualification process for social educators. This field is currently at a turning point due to the emergence of the ‘social educator’ qualification, which is different from the existing qualification as a position credentials. 　　 In view of this, we have first tried to draw out the historical contradiction disparities within the social educator qualification by focusing on the multilayered roles of universities, and second on the presence of teacher-registered social educators, who are subject to contradictions and conflicting evaluations. With regard to the role of universities On one hand, the growing the roles proliferation of qualification courses for social educators within universities has outpaced the resources allocated to support these institutions. This has had a negative impact on the establishment of professionalism within the social education workforce while bolstering the role of social education directors. On the other hand, with regard to social education staff as teachers, it cannot be overlooked that this development has facilitated the expansion of workforce responsible for social education, bridging the gap between schools and local communities. 　　 We have observed a shift in the increasing number of students wishing to become social educators since the advent of this new qualification, not just in terms of numbers but with regard to diversification and a growing awareness of individual qualifications. They are noted for their high awareness of continuous learning and networking. In a scenario where social educators are required to socialize in a way that meets diverse expectations, there is a strong need to increase the training and digital support in terms of policy objectives. In order to ensure the quality of training and education within this context, a discourse on the essence of expertise is quite essential.

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　 　The exceptionally high overtime work of public school teachers has emerged as one of Japan’s most pressing social issues because of the rapid decline of novice teacher candidates and the gross teacher shortage in many public schools. Approaching the issue, many scholars have attributed this situation to the Special Act for Public School Teacher Compensation, which exempts public school teachers from the general rules of the Labor Standard Act. While the Labor Standard Act restricts the maximum working hours of all employees to eight hours per day and forty hours per week and requires, if employers extend the working hours of their employees over the restriction, to pay 125-150% of their salary for the overtime working hours, the Special Act mandates that employers pay a special salary amounting to 4% of the monthly salary for teachers in lieu of the overtime salary requirement. Recognizing the insufficient compensation for the overtime work of public school teachers, the Special Taskforce of the Liberal Democratic Party proposed to raise the amount of the special salary from 4% to 10% and establish new allowances for teachers who are in charge of specific policy areas. Although many scholars and educators criticize the insufficiency of the proposed agenda for compensating the huge amount of overtime work, this paper analyzes the structural deficiency of the education policymaking process which excludes teachers and their unions. To address this problem, the author analyzes the U.S. model of the teacher law system in which the salary, hours, and other employment conditions of public teachers are determined by a collective bargaining agreement between the board of school district and teacher union in each local area. The author emphasizes that the voice and participation of teachers in their labor decision-making process are necessary not only to improve their salary and working conditions but to develop specialized working rules based on their professionalism. Keywords：Special Act for Public School Teacher Compensation, Teacher Unions, Labor Standard Act, Fundamental Labor Rights, Council of Labor Policy

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　　　The Significance of Play in Teachers’ Lifelong Learning：Clues from Declaration of the Right to Learn and Convention on the Rights of the Child KIMMA Kuniharu （Yokohama National University） 　　 This study aims to clarify the significance of lifelong learning for teachers, emphasizing play rather than the work aspect that is directly related to work. The central theme of this study is whether improving the quality of free time for play is likely to increase the overall quality of life and whether more free time can be demanded quantitatively. As play is important for teachers, and teachers are children’s “companions,” can we propose that teachers’ play is a human right? We could believe that the government should guarantee that teachers have room to play, and we will consider the recognition of the government. The basis for this consideration is Declaration of the Right to Learn (1985) and Convention on the Rights of the Child (1989). 　　 If we can increase the quantity and quality of free-time play as presented in this study, play can be promoted to the core, and the overall quality of life will improve. Consequently, working hours become the periphery that supports play, and their overall impact is unaffected even if the amount decreases. In doing so, Declaration of the Right to Learn becomes the axis of life as a whole, and solidifying the foundation for this axis is the guarantee of play under Article 31 of Convention on the Rights of the Child. With these international agreements as clues, we can see that the significance of play lies in the formation of identity and personality and that the two directions of “fun” make this possible. Keywords：lifelong learning, play, work, Declaration of the Right to Learn, Convention on the Rights of the Child

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ABSTRACT 　　 The purpose of this paper is to summarize the workload reforms that are taking place in England from the perspective of teacher education, focusing on the “Teacher Recruitment and Retention Strategy” announced by the Department for Education (DfE) in 2019. After having summarizing the current situation and issues, such as the kind of perspectives and conditions being developed, teachers can perform their duties with a sense of fulfillment in their career development, while developing their professional skills. 　　 Since 1997, England has actively improved its working environment for teachers as part of its efforts to improve educational standards. However, the problems of teacher shortages and long working hours have not been fully resolved. To solve such problems, the DfE released its “Teacher Recruitment and Retention Strategy” in 2019. This strategy includes the creation of a support framework for novice teachers, the Early Career Framework (ECF), the creation of a new teacher professional qualification framework that specializes in teacher work and responsibility (NPQLBC, NPQLL, NPQLPM, NPQLT, and NPQTD), the guarantee of flexible working styles, and the development of a work environment that emphasizes well-being and financial incentives. The characteristics of England’s initiative can be summarized as (1) support and professional development, (2) autonomy and flexibility, (3) work-life balance and well-being, and (4) diversity and accountability. 　　 In Japan, efforts are being made to reform the way teachers work and teacher education to make the teaching profession more attractive. I believe that the four characteristics that England is adopting are suggestive when considering how to prepare conditions for future Japanese teachers to engage in professional development and teaching activities with self-fulfillment and a sense of contentment. Keywords：England, Workload Reform, Teacher Recruitment and Retention Strategy, National Professional Qualification (NPQ), Well-being

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Long Hours of Excessive Workload in Public Elementary and Junior High Schools and Teacher Quota Calculation 　 Focusing on the Obligatory Standard Act Multiplying Number　 YAMAZAKI Yosuke (Graduate Student, Osaka University) 　　 Japan's teacher quota calculation system is based on class size rather than the number of pupils a teacher is responsible for. While the number of students in each class was gradually reduced, the lack of policy to increase the number of teachers by setting an appropriate amount of work for teachers led to excessive workload. Elementary school teachers are spending more time teaching classes per day, and are now in charge of most of the classes. It is necessary to secure time for class preparation and clerical work during the working hours due to class assignment time restrictions. The fact that the government has not provided financial spending to increase the number of teachers is the cause of the overworked hours of teachers. To secure the number of teachers to meet the needs of modern school education, improving the multiplying number of the Compulsory Education Standard Law and rebuilding the system for calculating the number of teachers is necessary. Keywords excessive workload of teachers, teacher quota calculation system, appropriate amount of work for teachers, Compulsory Education Standard Law

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　　 A questionnaire survey was conducted to determine the relationship between burnout and job stressors among novice elementary and junior high school teachers. Simultaneously, we conducted semi-structured interviews with ten novice faculty members using the TEM approach. Synthesizing these analyses confirmed that enhancing workplace collegiality effectively supports the mental health of novice teachers. Thus, the study results revealed the importance of schools becoming “learning organizations” and ensuring “psychological safety.” Accordingly, we believe that fostering an environment at work that enables top and middle leaders to offer mental support, provides a place for novice teachers to discuss their concerns, and enhances resilience through mutual exchanges will prevent burnout.

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　　 This study analyzed the working conditions of teachers in disadvantaged schools in China with a focus on differences in perceptions between young teachers and experienced teachers to clarify the challenges they face and their underlying causes. This study initially examined the policy for teachers in disadvantaged schools to obtain an institutional background as well as understand the policy-related support these teachers currently receive and the difficulties they encounter. Second, identified school-specific issues and the corresponding working conditions of teachers in disadvantaged rural schools. Third, analyzed factors contributing to the challenges teachers face by examining the differences in perceptions between young teachers and veteran teachers. Finally, clarified the factors underlying these challenges and discussed measures to support teachers. 　　 This study examined the short-term exchange system and preferential treatment of job evaluations as the background for the situation of teachers in disadvantaged schools. Because this exchange system was not originally designed for teachers working in disadvantaged schools, there is room for further research on its effectiveness. However, the effectiveness of preferential treatment for job evaluation among young teachers remains questionable. This study selected the case of a disadvantaged school and analyzed teachers’ narratives about their working conditions. Under the evaluation system, which frequently causes problematic behaviors, lowers motivation, instills a sense of powerlessness, and results in the lower academic performance of students, the perspectives of young teachers as well as experienced teachers showed different levels of competence and low motivation, respectively. The root cause of these challenges is the lack of a comfortable environment. In response, This study suggest two directions for improvement: the enhancement of training programs for teachers in disadvantaged schools and the establishment of a support system that motivates them to continuously improve.

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　　 This paper analyzes the development process of “reflection-in-practice,” especially on the “recognition of the facts in children’s learning” in diary narratives and the development of approach toward children of an early career teacher who trained in a professional school of teaching. 　　 Previous research on the experience of early career teachers focused on the adaptive process from the perspective of “socialization.” Early career teachers face difficulties in daily “reflection- in-practice.” However, the problems in analyzing the kind of limitations they face remain, and how early career teachers reflect while in the process of practice remains unexplored. 　　 Analyzing the daily narratives of an early career teacher by focusing on his “recognition of the facts in children’s learning” revealed four points. First, he indulged in “reflection-in-practice” during the adaptive process. Second, the limitations of “reflection-in-practice” for him were regarding the construction of facts by comparing the children’s actual learning with the ideal of “what it ought to be.” Third, his practice became less flexible by confirming the aforementioned ideal. Finally, the “recognition of facts in each child’s learning” enabled him to find better solutions over a shorter time period. 　　 Early career teachers often seem to seek advice on “what they ought to do.” However, because of the advice, they do not notice the problems of recognizing the facts. It is important not to advice “what they ought to do” based on one’s experience but to explore “what it is” based on the “facts in children’s learning” collaboratively.

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　　 This study aims to determine what encounters with sexual minorities have done to “nonsexual minority” teachers charged with sexuality education. 　　 Many teachers were unaware of sexual minorities’ existence in their immediate surroundings and viewed them as irrelevant to themselves and their children. By encountering sexual minorities, teachers learned that sexual minorities could exist among children and became aware of their prejudices. Thus, they adjusted their sexuality education practices. 　　 For the teachers, the presence of sexual minorities in their daily lives forced them to rethink their values of “normal／abnormal” and “knowledge／ignorance,” and whether to treat them in school. The “encounter” with the participants was not only a new experience but also led to a reconsideration of the practitioner's view of sexuality and the need to not erase the presence of those in front of them. 　　 One factor that made this practice possible was the opportunity to “learn together” through the private educational research movement and the study of teaching materials on campus. These opportunities allowed us to both look at ourselves relatively and provided an opportunity to confirm with our peers our awareness of the issues we wanted to bring to the children through our practices and to refine these practices themselves. 　　 Essentially, thinking about and practicing “sexual diversity” was an opportunity for the children to become aware of how unequal society is in terms of gender and sexuality and learn to change it. Above all, it was an opportunity for the teachers themselves to review their attitudes toward gender and sexuality.

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　　 Spreading casualization into teaching, nearly a quarter of the teachers in lower secondary schools in Japan currently work on fixed-term employment contracts. Previous studies pointed out that the casualization of teachers in Japan is due to the operation of labor demand side (governments and school board system), and thus, some research raised an alarm about the severe working conditions of fixed-term teachers. However, we should not overlook the fact that despite the unstable contracts, fixed-term fulltime teachers’ job satisfaction is comparable with permanent teachers. Hence, it could be inappropriate to regard fixed-term teachers merely as vulnerable employees. We should take not only the logic of the labor demand side but also the situation of the labor supply side into consideration. Therefore, this study examines the structural factors that influence the job satisfaction of fixed-term fulltime teachers compared to permanent teachers. Specifically, referring to previous studies, I focus on two major factors, namely “relationship with colleagues” and “relationship with students.” I use multilevel analysis with the raw data of the Teaching and Learning International Survey 2018 (TALIS 2018). 　　 First, in terms of individual characteristics (age, gender), only the twenties dummy variable significantly affected fixed-term teachers. This may be related to the presence of a segment of mid-career women who proactively choose to be fixed-term teachers. Second, divided by age group, the casual teachers experienced an alienation from colleagues, but relationship with colleagues was not part of the structure decreasing or increasing job satisfaction. Third, the significant factors were similar to those of the permanent teachers, and the paramount factor was relationship with the students. These findings indicate the necessity to consider fixed-term fulltime teachers with the scope of not a monolithic entity but an entity that includes internal variety. Moreover, it is also important for fixed-term teachers to not “be on fixed-term contracts” but “be a teacher.” Accordingly, to reveal the mechanism of casualization, we should consider the labor supply side perspective and view fixed-term teachers in the light of “being a teacher.”

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　　 The purpose of this paper is to clarify the systematization of the teacher training system led by the Okinawa Teachers Association from 1958 to the early 1960s. Accordingly, government documents and reports from the Conference on Educational Research in Okinawa (1950s- 1960s) were analyzed. 　　 The findings of this study follow. First, the Courses of Study and Teacher Consultant Program for the Ryukyus affected teacher training in each school. During the period studied, the Okinawa Teachers’ Association and the government of the Ryukyu Islands established a collaborative relationship. Jointly, they discussed and implemented policies for in-school teacher training. 　　 Second, in Okinawa, the systematization of in-school teacher training was designed to work with the Conference on Educational Research. Thus, the conference’s policy directly affected in-school teacher training. At the 6th Conference, the Okinawa Teachers Association attempted to systematize in-school teacher training by founding clubs. By the 7th Conference, founding clubs had spread to most districts. At the 8th Conference, the Okinawa Teachers Association adopted systematization methods that linked school curriculums with conference content and established common themes for the conference. These processes reinforced the policy of systematizing in-school teacher training.

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　　 This study identifies the characteristics of teacher collaboration regarding a child who frequently visits the infirmary. Through ethnographic observation and qualitative data analysis, it emphasizes how teachers holding different positions and with varied experiences can collaborate to address student-related challenges. The study subjects include a fourth-grade elementary school student who particularly dislikes arithmetic, a classroom teacher, a child development supervisor, a special-needs classroom teacher, and a school nurse. The common goal of student support, i.e., “creating a safe place for the student,” was pursued in different ways depending on each staff member’s perspective of what constitutes a “safe place.” For the classroom teacher, “safe place” meant where the student could study with classmates in a comfortable environment and comprehend the subject matter. Thus, the support focused on learning assistance. For the special-needs teacher, “safe place” meant where the student could freely express her thoughts and ask questions without hesitation. The focus was on listening to and accepting the student. The supervisor’s idea of a “safe place” was where strong relationships among teachers, parents, and students could be fostered. Therefore, the emphasis was on showing respect for the classroom teacher’s techniques. While collaborating, it became apparent that the distinct goals and diverse perspectives of the staff members posed a challenge. Although these concerns were not addressed or resolved, the staff members’ anxiety surrounding the issue gradually subsided as the student started showing improvement. This was because their different perceptions were not perceived as an obstacle or a hindrance to their own work. Rather, these were resources for understanding others and developing their own practice. The vague goals allowed for practices based on individual perception, which encouraged teachers to draw on their individual perspectives and experiences to shape their philosophies.

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　　 In recent years, municipal boards of education and schools have created lesson standards as norms for teaching strategies. Previous studies have revealed teachers’ receptiveness to the lesson standards created by municipal boards. However, teachers’ receptiveness to the lesson standards created by schools has not been clarified. Therefore, findings of this study reveal the influence of teacher and school variables on teachers’ receptiveness to the lesson standards formulated by schools. 　　 The following conclusions were drawn from the multilevel analysis. The teacher-level analysis revealed that teachers with longer careers were more likely to practice lesson standards. Moreover, teachers who were intrinsically motivated to learn about subject instruction were more likely to recognize and practice lesson standards. In addition, teachers with a high orientation toward children were more likely to recognize, practice, and internalize lesson standards. Furthermore, teachers with a proficiency orientation were more likely to recognize and internalize lesson standards. 　　 Regarding school-level variables, teachers did not tend to recognize lesson standards in schools where they were actively engaged in lesson studies. In addition, teachers were not prone to practice or internalize lesson standards when required by schools to comply with them. Moreover, teachers were more likely to internalize lesson standards in schools where principals showed stronger transformative leadership. 　　 Based on the aforementioned results and knowledge acquired from previous studies, it seems that teachers are receptive not only to growing up themselves while fostering maturity among children, but they also tend to follow the calculations of principals and municipal boards of education. Furthermore, types of documents that can enhance teachers’ professional capital are recommended based on the study findings.

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　　 In recent years, every school has had to implement organizational measures against bullying. An important aspect of any organizational response to bullying is the discussion of actual cases. This research explores the learning possibilities for teachers who can adopt such organizational measures. It examines the class practice at a graduate school of teacher education that uses “interactive case scenarios.” This practice involves presenting multiple examples of dealing with the problems described in the cases. In the investigated class practice, students created “interactive case scenarios” in groups and held “sessions” in which they interacted with each other using those scenarios. The characteristics of the scenario-creation process and “sessions” were analyzed, and students’ recognition of the organizational approaches to bullying was investigated. Student submissions after each class were used for the analysis. The following possible formations and transformations of bullying recognition were observed：The first is the recognition of the difficulty of responding to bullying and the significance of critically examining the response in the scenario-creation process. The second kind of recognition relates to school sites; it was formed and transformed by pursuing the problems of the cases while holding dialogues with others in the “sessions.” The third is the recognition of pursuing the quality of organizational response to bullying. Finally, the recognition of the significance of case studies in organizational approaches. The following are the main reasons underlying these results： The “interactive case scenarios” were created by the students, the composition of groups and sessions was specific, and the “sessions” were undertaken multiple times.

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　　 The purpose of this study was to examine how mentor teachers should reflect on the teaching of student teachers during the teaching practice period and whether teachers are trying to improve their professional competence as teacher educators. 　　 Based on the results of research regarding the usefulness of mentoring for the growth and reflection of teachers who provide training guidance, an increasing number of studies are attempting to find positive significance in teaching practices. However, there has been insufficient research on measures to support mentor teachers as educators. 　　 In this study, a qualitative analysis was conducted using the autoethnographic method in which the mentor teacher described and analyzed the process of self-reflection as a teacher educator during the teaching practice period. 　　 The following two points were clarified：First, school-based teacher educators attempted to play the role of mentor teachers as second-order teacher educators using their reflections as first-order teachers. Second, school-based education must be supported. Through an analysis of reflections, it became clear that mentor teachers experienced difficulties while playing the dual roles of teachers and teacher educators. 　　 By analyzing their self-reflections using autoethnography, the teacher’s role as a supervisor and “fluctuations” in the legitimacy of teaching were greater than expected. Therefore, practical training guidance should be provided. 　　 The inability to provide ideal training guidance (3-2) and difficulty in how teachers and educators fulfill their roles (3-3) led to the conclusion that issues regarding eligibility and legitimacy as educators exist (3-4). 　　 From these research results, it became clear that a teacher education community must be established to support mentor teachers as teacher educators.

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