ABSTRACT 　　 As one of the studies on the transformation of teacher as object, this paper aimed to examine how teacher education as object within a certain policy framework can be transformed. Prior research has pointed to teachers as object in the issue of teacher autonomy and examined the transformation through discussions of teachers’ proactive participation in continuous professional learning and the positioning of teachers in the governance of the teaching profession. This paper focused on teacher education itself, first pointing out that teacher education itself was objectified. The paper then examined the challenges of “teacher education as a policy problem,” which embodied the idea of teacher education as object. This was that it led to a narrowing of teacher education, thereby narrowing the scope for the development of teachers who could proactively participate in the framework and play an active role in setting it. In order to overcome this problem, this paper first clarified that teacher education was a diverse activity by defining teacher education as a complex system. As long as teacher education is a complex system established through the interaction of various components, there will be limitations in defining it as the object of a single framework. Rather, it was shown that it was possible to reexamine the framework as a premise from the interaction of various initiatives. Additionally, the paper conceptualises teacher education through the lens of intersectionality to provide opportunities for teachers to construct their identities within social interactions. The lens of intersectionality would increase teachers’ sensitivity to societal contexts and facilitate the construction of teacher identities through their relationships with society. This approach implies that teachers themselves can act as agents who question the framework of teacher education.

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ABSTRACT Pedagogical Significance of Micro-Narratives in Teacher Education: Challenges and Prospects for the Next Generation of Educators TAKAIRA Kenichi （TOKYO KEIZAI UNIVERSITY） This paper delves into the concept of “teacher image” through the lens of teacher life his tory research, emphasising the narrative networks that form teachers’ professional identity. The study critiques the dominant administrative paradigm in contemporary Japanese society, which imposes a standardised “teacher image” to which teachers are expected to conform. This administrative approach undermines the rich diversity and relational context inherent in teachers’ life histories. The paper advocates for a paradigm shift in teacher training, from a top-down imposition of a monolithic “teacher image” to a bottom-up approach that values learning from the “small stories” of individual teachers. Such a shift is crucial for supporting the professional growth of teachers, fostering an environment where teachers can develop their unique “teacher visions” through collaborative and reflective practices. Drawing on the work of educational scholars Junji Yamazaki and Tadahiko Inagaki, the paper underscores the paramount importance of various contexts—schools, historical periods, and personal experiences—in shaping teachers’ professional development. It calls for a move away from externally imposed standards towards an appreciation of the diverse, context-specif ic narratives that contribute to a more mature and enriched public education system. This shift in perspective is not just enlightening, but it’s a call to be more open-minded in our approach to professional development. Keywords: Teacher Life History Research, Teacher Image, Professional Development, Narrative Networks, Reflective Practice

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ABSTRACT Reconsidering the Image of Teachers: Encountering the “Living Teacher Image” through the Reconstruction of Teacher Images in Steiner Education Teacher Training Programs ITO Gen （Tokyo University of Science） This paper aims to examine the necessity of reconstructing the image of teachers in con temporary teacher education through the practices of teacher training in Steiner Education. Waldorf education requires completion of a teacher training program, and throughout this pro cess, participants are required to unlearn existing teacher images and construct new ones. Spe cifically, the paper discusses the importance of a teacher image realised through living practice, rather than an abstract one, by considering the concept of “concrete universality” based on Goethe’s thought as a fundamental stance of Steiner Education. The paper highlights the drawbacks of the “easy-to-understand teacher image” proposed by prefectural boards of educa tion. It provides insights for educational practitioners through the transformation process of the teacher image based on Steiner Education’s unique system. Through this discussion, the paper aims to offer new perspectives on the challenges faced by practitioners and researchers in teacher education.

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ABSTRACT Social Construction of Teacher Identity: A Case of Victoria, Australia SANADA Satoshi （Former government school teacher, Victoria, Australia） Since the Education Revolution in the late 2000s, school education in Australia has gone through a series of major changes related to standardised curriculum and assessments and “data-informed” socio-economically pedagogy and policymaking. This article explores how teacher professionalism, while not clearly articulated, might be constructed through government interventions and decisions over the past 15 years. By exam ining the characteristics of Australian teacher standards, current teacher education programs and broader sociocultural and economic trends that shape competitive incentives placed on Vic torian schools, the author attempts to articulate what a teacher might be within the dominant sociological imagination. Through a reflection on his 11 years of career as a teacher and a mid dle leader in the Victorian education system, the author reasons that the proliferation of nebu lous yet reductionist discourses of “student outcomes”, “good schools” and “teacher perfor mance” poses a potential risk to the role of teachers as a social and community profession. Keywords: Policy, Economic inequity and inequality, Constructionism, Metrics and evaluation, Teacher education

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ABSTRACT What I See, Hear, and Think As I Trudge through the School ISHIKAWA Shin （Jugyo Dzukuri Network） This paper uses narratives to explore the dynamic relationship between teachers, stu dents, and educational resources in contemporary school settings, emphasizing the critical role of dialogue and collaboration in teacher development. Through personal experiences and inter actions with various educational professionals, the author reflects on the importance of internal and external resources in fostering a supportive and effective learning environment. The narrative begins with an account of a veteran teacher’s interaction with a novice teacher, illustrating the significance of practical, hands-on mentorship in professional growth. It further delves into the author’s observations and participatory experiences across numerous schools in Japan, highlighting the varied paces at which teachers develop their skills and the challenging conditions they face in modern educational landscapes. Key themes include the necessity for external support networks, the integration of diverse teaching methodologies such as interactive read-alouds, and the pivotal role of reflective prac tice in enhancing classroom management and instructional strategies. The author argues for a holistic approach to teacher education, where the synergy between internal school resources and external community support is leveraged to create a more resilient and adaptive educa tional framework. The paper concludes with a call to action for increased collaboration among educational stakeholders, suggesting that the collective efforts of teachers, administrators, and external mentors can lead to more significant and sustained improvements in educational practice. The insights provided aim to contribute to the ongoing discourse on effective teacher education and developing robust support systems within schools. Keywords: Teacher Narratives, Teacher Development, Interactive Read-Alouds, Reflective Prac tice, Mentorship

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ABSTRACT The Impact of Lessons that Incorporates Disclosure of Intentions, Conflicts, and Reflections by the Teacher Educator on Learners and on the Teacher Educator Oneself: Self-Study of the Teacher Education Practice OHMURA Ryotaro （Tokyo Gakugei University） The relationship between “the teacher in charge of teaching courses” and “the learners who take those courses” is the same type of “teacher-child” relationship that exists in the class room in school education. In Japan, however, there has not been much research on conceiving and improving teaching courses with this in mind. Therefore, in this study, I incorporated the following as a researcher and teacher educator in a course on “Teaching to Teach.” Not only the content of the class but also the “intention of the educational method” that I am implementing in the class, my own “reflection during the class” and “reflection after the class,” judgments and conflicts made after the class and before the next class are disclosed to the learners as appropriate for their consideration. Encourage learners to be metacognitive not only about the content of the lesson but also about how they feel about the teacher’s behaviour, the events of the class, and the atmosphere of the class. I then examined the impact of such classes on the learners. In addition, I examined the impact on myself. The results revealed that learners learned about the effects of teacher praise and diverse considerations based on what they thought about when they were being taught. It was also clear that they were learning that the teacher was making decisions while being lost and con flicted and that the teacher was growing through reflection. It was also revealed that teacher educators could deepen their reflection and create an at titude of seeking to create better lessons while being aware of their identities and beliefs. It was also suggested that this could contribute to building a trusting relationship with learners. Keywords: Teaching about Teaching, Self-Study, Disclosure of Teachers’ Intentions, Conflicts, Reflections

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