The main purpose of this paper is to identify the concept of Coordinate-Ability as a teacher's speciality. The concept of Coordinate-Ability in this paper means the ability to arrange a lesson by a special teacher. Recently Special Teachers System was introduced into Japanese school education. The aim of this new system is to give children some opportunities to take lessons by the specialists and citizens in various social fields who have no official license as school teacher by acknowledging them the Special Teacher License.

  It is important that school teachers arrange the contxt of the lessons to increase the meaning of these special lessons. For school teachers Coordinate-Ability to select and negotiate special teachers and arrange the lessons should be a teacher's speciality. That is because a school teacher is the representative of citizens.

  The purpose of this study is to investigate R. Steiner's view on appropriate attitudes of teacher focusing on that the spiritual prop of teachers in the Waldorf-education consists in it. It suggests very important consepts for public education in Japan too. To achieve this purpose, I posed the following chapters.

  1. Steiner's criticism of teachers.

  2. Steiner's thought about the reason's for the being of teacher.

  3. Steiner's view on the ideal teacher.

    1) Teacher for children in the time between their birthes and changes of teeth

    2) Teacher for children in the time between changes of teeth and primary sexual characteristics.

  In this paper, we tried to clarify the change among students in the teacher training institution based on the questionnaires conducted in 1985 and 1995. Next, we analyzed the factor underlying non-teacher-oriented students.

  Finally, we analyzed the evaluation of the non-teacher-oriented students on the teaching training institution.

  The main findings were as follows :

1. Non-teacher-oriented students are increasing in the teacher training institution according to the decrease of teacher demand. This phenomenon can be explained as “de-chartering” by the charter model developed by J.Meyer.

2. Considerable parts of the students' choice on the teaching profession are determined before entrance to the institution. The orientation of students for the teaching profession does not strengthen after the entrance.

3. The evaluation of non-teacher-oriented students on the teacher training institution is low. And non-teacher-oriented courses, which are for the non-teacher-oriented students, do not work properly.

  Since 1992, we have practiced the experimental program at the undergraduate level, which is of the pre-and post guidance for the technology student teaching based on the cooperative relationship between the technology education department at Tokyo Gakugei University and four attached junior highschools.

  This program was organized from two conceptional orientations; the first is the personal, in which the teacher and his or her development is the primary object, initiating the students to the world of technology teacher as a vocation, and the second is the technical, wherein the focus is on learning and demonstrating the skill and knowledge associated with teaching practice in technology.

  In this program, all junior students whose major is the technology education at the university, visit every four attached junior high schools in rotation and stay each school half a day. Four cooperating teachers who teach the technology subject at each attached school, demonstrate and render them some useful and practical advices for the preparation of the student teaching.

  We asked the students after completing this program, and 89% of them set a high value on it.

  This is a study on improving teaching practice, both qualitatively and quantitatively, by student teacher.

  If the ultimate goal of education is a balanced development of the mental, moral, and physical faculties, in addition to the subject matter, then student teaching must naturally include those elements. Student teachers must also acquire problem-solving skills in a practical setting, depending or resources such as books, publications, supervising teachers, etc.

  The effects of a check-list for teaching practice as a study guide and a revised version of Jisshu Nisshi (A Record of Student Teacher-Supervising Teacher Interaction) developed by the auther, are examined, compairing the results from 1994 and 1996.

  This research aimed at developing “the case method with visual scene simulation”, a simulative method to encourage trainees of kindergarten teaching to understand children, and at examining this method as a means to evaluate effects of their pre-service education.

  The results are as follows :

1) The use of this “case method with visual scene simulation” in advance of the pre-service education, a method with the introductory pictures of various situations at kindergarten as well as the explanatory words, enables the trainees to experience the simulation, to consider possible problems and measures and to prepare for their real experience.

2) The stimulative experience beforehand encourages the trainees to be composedly engaged in their pre-service education and to observe important points and problems of their training clearly.

3) The continual application of this “case method with visual scene simulation” to the trainees for two successive years proves some development of their relationship with children : while at first they try “to be engaged with children considering each child's character important,” they gradually tend “to be involved with children as a whole group” rather than as individuals in the several group educational situations.