This study aimed to examine the effectiveness of practical support for novice preschool teachers by visualizing their understandings of children. Semi-structured interviews based on cognitive counseling were conducted with four novice preschool teachers. The counseling included a step toward visualizing each teacher’s view of children. Quantitative analysis showed that their understanding of children deepened after the interview. Qualitative analysis also indicated that the teachers were encouraged to notice their biases of children and understand their way of interacting with children, which increased their motivation to care for children more effectively. These results suggested that practical support for novice preschool teachers can improve the practice of preschool teachers’ reflection on their work.

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This study focused on shuttle-type training where childcare teachers go through repeated cycles between off-site training and application of what they have learned to daily practice. Semi-structured interviews were conducted with childcare teachers who participated in this kind of training and analyzed using M-GTA. The result indicated that shuttle-type training has the potential to provide participants with opportunities to discover, and even create new meaning and value in their own practice through encounters with diverse perspectives and practices. Furthermore, in order for this learning system to work effectively, it is essential to design professional training that allows the trainees to improve their skill within the context of childcare practice. Importance of training tools such as documentation was acknowledged for improvinges the quality of childcare while deepening cooperation with colleagues and parents.

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The purpose of this study was to clarify how practical knowledge of early childhood education and care (ECEC) for children with disabilities is improved. Novice and early mid-career ECEC teachers who have experience caring for children with disabilities were compared in terms of the following two aspects: expertise based on years of experience, and expertise based on acknowledged the meaning of experience. Interviews with novice and early mid-career teachers were analyzed by Steps for Coding and Theorization (SCAT) to evaluate their practical knowledge of ECEC. The results showed that as the number of years of experience increased, ECEC teachers deepened their understanding of children with disabilities from a broad perspectives, and that ECEC teachers acknowledged the meaning of their experiences to better comprehend how children to the environment and how children find their own comfort place. In conclusion, it was clarified that the practical knowledge of ECEC for children with disabilities was improved by understanding the following two points in a well-balanced manner: 1) more comprehensive understanding of children through experience, and 2) through review of the attitude of ECEC teachers through acknowledging the meaning of their experience.

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The purpose of this study was to clarify, by focusing on difficulties in career development, how a person who became early childhood education and care teacher immediately after obtaining their master’s degree (hereafter "master’s degree ECEC teacher") developped their career. I interviewed three former master’s degree ECEC teachers and analyzed the interview data by the "Ueno Qualitative Analysis method". The result revealed the following three findings regarding their career development. First, whether they recognized the gap between studying and practicing during their early careers depended on what they studied in the graduate school and how they were trained as ECEC teacher. Second, the reason why they regretted about leaving the ECEC teaching profession is more strongly related to how they enjoy teaching as teachers than how hey excercised their teaching abilities. Third, no role model was available for them to handle a difficult situation in career development. These findings suggest that to support their career development, the following two points should be addressed: (1) formation of a group of people with the same background so that an appropriate role model can be established, and (2) understanding by colleagues through conversation.

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