We need to investigate the principle on which a community enjoying meaning enrichment of interaction between learning activity and teaching activity can be created, if we stare fixedly at the existing state of school education displaying deep-rooted contradiction and difficulty. In order to investigate the principle, we ought to focus upon the meaning relation with which each individual teacher participating working in school education fields tries to spin out educational activity. The thinking which designs truly desirable school education system through radical thought and logic can be budded and be brought up in the case where we question earnest meaning or value each educational activity gropes for and this questioning is deepened with self-reference, without biases through existing current ideas. Based upon such a critical mind, this article reviews how traditional studies on school organization pose problems first of all, and then, shows that there is an unheeded pitfall throughout those studies. In this context, this article insists that the problem of reification and alienation of educational acts which is brought about concerning teachers' cooperation should be taken seriously, when we objectify and examine the mode of teachers' cooperation in school organizations as a theme to be illuminated newly because of lack of the theme in traditional ways of posing problems about school organization. And moreover, this article insists that the setting up the problem of reification and alienation brought about concerning teachers' cooperation in school organizations can be uncovered by focussing upon the relation phase in which variability of meaning of micro-educational acts comes to be fixed. Secondly, this article wrestles with the work to consider the above-mentioned theme through a circuit of theoretical rethinking of teachers' cooperation. On the basis of this consideration, this article illuminates the fundamental relation that causes alienation for teachers. Finally, this article inquires into the fundamental relation for teachers' cooperation that overcomes alienation and reification, and it tries to survey revolution towards that new relation.

  Since 1990's the reform of teaching and school culture has been discussed. It also has been discussed that the teacher's role in a classroom is a another important issue. However, it appears that we have been followed the fashion of the minute such as “the view of new scholastic ability” instead of considering what a child's learning should be and the teacher's role. On this point, Dewey's educational theory and thinking theory are still worth rereading and the significance of his ideas is noteworthy. Especially, Dewey's thinking theory is worthy of notice in that he introduced the concept of consecutive discourse and examined a child's thinking by the ordinary use of language. Dewey discerned that the intellectual thinking power grows from a social impulse, seized children's rich thinking in cultural activities, and realized that practical thinking is the based power in the ideal democratic society. In this paper, we examine Dewey's fundamental study of thinking. On the basis of Dewey's thoughts, wereconsider the teacher's role and what should be his position in modern schools. First, we examine some points about Dewey's thinking theory : how Dewey viewed language ; what is consecutive discourse that represents an experience ; what is consecutiveness of thinking. Second, we throw light on the following : Dewey realized that the basis for growth is the cooperative spirit which is fundamental for human beings ; he aimed to form an intellectual habits in education that he called consecutive discourse. Third, we considered Dewey's thoughts on the teacher's profession and role. Initially, Dewey seized a teacher as the existence of training and supporting a children's consecutive discourse and emphasized the teacher as a professional who understands the genuine culture and is conscious of his influence. Further, Dewey attached an importance to the practical thinking by which a teacher selects, judges and reconstructs while he masters the practical arts.

  The purpose of this study is to have a grasp of principle of teacher evaluation through comparing Japanese teacher evaluation system with those of United States. In Tokyo, principal and vice principal evaluation system for adjustment their bonus has been adopted since 1994. Each principal and vice principal are ranked into five groups. Those who are ranked into the bottom are cut off five percent of their bonus. Principals work as evaluators of vice principals, local boards of education work as evaluators of principals, and the Superintendent of Tokyo metropolitan adjusts finally. But it is impossible for the Superintendent to meet with all principals and vice principals and check their work.

  On the other hand, in Kentucky, there are dual teacher evaluation system. The one is teacher evaluation for their professional development, the other is school incentive (performance-based bonus) to compensate for excellent school. They use students test score to measure school performance. In the professional development system, each teacher and evaluator meet several times a year to communicate together and to share the results of evaluation. These meeting make the evaluation system reliable and accelerate professional development.

  Through this comparison, we can find that suggests that Japanese teacher evaluation system has two serious problems.

  The one is purpose of evaluation. There are two purpose in Kentucky teacher evaluation system, compensation and professional development. Tokyo teacher evaluation system is just for compensation.

  The other is practical principle. Tokyo teacher evaluation system lacks communication between teacher and evaluator. As the basis of final decision is not clear, Tokyo teacher evaluation system would lack fairness and would work just for arbitrary personnel management.

  Teacher professional development system need to be set into the process of teacher evaluation. It is the most important task in teacher evaluation policy.

  This document records the process of experience learning for students in agricultural affairs, which was carried out through teaching activities centering on the ‘Komezukuri-taiken’ in arural village. The main purposes of present practices are to make a developmental and composite curriculums for teaching pedagogy stages and to prompt communication abilities about other-relationship into field study in community. The concept of this practices is to exchange between student and inhabitants.

  In particular, the students cultivates fundamental innate disposition as teacher that produces to self-confidence.

  Today, the necessity of volunteer activity experience is strongly claimed in the teacher education and the teacher adoption. Therefore, we introduced two courses in which the volunteer activity can be experienced into the post-training curriculum for student teaching in the Faculty of Education of Kagawa University from 1997. The first course is “the volunteer course of helping the visual handicapped persons and putting into braille” held at the Kagawa Sight-handicapped Person Welfare Center. The second course is “the storytelling volunteer experience course for children” held at the Takamatsu City Library. In this paper, we reported the results of these two courses and the future problems, based on the reports and the questionnaire data of the students enrolled in the courses. It was pointed out that to provide “the knowledge and the information” about the volunteer activity and “the chance” of the participation is important to make a student volunteer activity lively and our two volunteer activity experience courses had a significance with respect to the provision of “the knowledge and the information” and “the chance”. The students enrolled in the courses became to get broad outlook and reconsider their way of life through the experiences in these courses in addition to understanding about the volunteer activity. Our attempt this time is thought to serve as a future reference in case of introducing a volunteer activity to the curriculum in the college and faculty of teacher education in Japan.

  Teaching Participation is a Required Subject Which has been established since the year of Heisei 8 (1996), for the freshmen in Shinshu University. This is beyond framework of the present school teachers' certificate's law, and the objective of this subject is to awaken the students' attention to their enthusiasm and their mission of school teachers.

  The Points aimed at the establishment of this subject are the following.

  1. In order to break the limit of the teaching practice oriented in the classroom, a new framework of ‘clinical teaching experience’ is established.

  2. Strengthening of the relationship between Faculty of Education and the attached schools of Shinshu University.

  3. The development of the program of the teachers' training with the vision to the handicapped children.

  4. Accommodating with the five-day school system, the development of teachers' training program in cooperation with the House of Nature Studies for young people.

  Through the students' reports and the result of an investigation, I am convinced that the Teaching Participation program, as a curriculum for students to be a good teacher, has a possibility to create a great fruit.