This study focuses on the effectiveness of using the group dialog technique World Cafe in Post-Guidance for the nursery training segment of teacher education. There ware 106 participants, all of them Japanese junior collegestudents.Our World Cafe consisted of three sessions of progressive conversation lasting approximately thirty minuteseach, followed by a reflection among the whole group. When all participants were seated, they explained thepurpose and the logistics of the Cafe. They were told that the would be moving from table to table and that the endof a session may come when they were in the middle of an intense conversation. They explained that when asession ended, one person would remain behind as the host of that table, and the other people will move to newtables to sit with a different mix of people. Participants wrote or drew ideas on paper table cloths, enabling other Cafeparticipants literally to "see" what they mean.Before and after World Cafe, we conducted participant questionnaires about the scale of their reflection ofteaching practice in nursery, pre-school teacher efficacy, positive and negative feelings. Answers concerning preschoolteacher efficacy, positive feelings, negative feelings were analyzed by Paired t-test. Analysis showed thatparticipants became more consciously reflective of their nursery training and they had a positive impression ofWorld Cafe. The implication of this study was that students understand and assimilate more extensively aboutnursery care and education through effective dialogue, which gives full play to their reflections.
In-service teacher training is one key factor in improving the quality of nursery teacher. World Café is a powerful conversational process that helps people engage in constructive dialogue, as Tan & Brown( 2005) noted. Café dialogues enable large groups to think together creatively as part of a single connected conversation. This study was aimed at identifying the impact of the group dialogue technique World Café for in-service teacher training, to understand what middle leader nursery teachers really wantin dialogue in terms of reflection of their practice. Date for this research was gathered during a World Café event held at a Morioka Aiina Campus ( Satellite campus of Iwate Prefectural University)in September 2011. The topic was"effectiveness of a group dialogue approach for in-service training of nursery teacher". Middle leaders from nursery faculties in Morioka city were invited to attend this event to discuss the ways in which they constructed their workplace identities, particularly reflecting on the influences of the increasing controls which had recently been implemented to monitor and regulate work practices. 43 teachers (all females) attended the event. Findings suggested that participants of the cafe become more consciously reflective about their practice and they had positive impressions about World Café. The implication of this study was that participants understand and assimilate more extensively about nursery care through effective dialogue.