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本研究では，別冊『－平成30年度広島大学大学院教育学研究科共同研究プロジェクト－横断的・総合的な幼稚園教育教員養成プログラムの構築研究論文集』を作成し，紙幅の都合で本報告書に掲載できなかった調査・研究の成果を掲載した。

This study aims to clarify the experiences that helped Elementary School Teacher C hold his belief of teaching in physical education as an elementary school teacher for 19 years. The following points summarizes the findings. First, after starting on the new post of an elementary school physical education specialist at K University Attached Elementary School in April 1998, Mr. C formed a view on physical education that the aim of physical education was the acquisition of exercise skill, not the competitive advantage which the acquisition of exercise skill provided. At the same time, Mr. C, following his views on physical education teaching, devised teaching materials and guided his students to achieve the targets he set for them. Second, Mr. C was affected by exercise instruction and the views of Mr. Motohiro Yamauchi on pupil, which transformed his views on physical education. Mr. C started providing students time for basic movement as warm-up exercise and gave them chances to push themselves. This transformation resulted with him noticing that the role of the classroom teacher included understanding the sensitive side of students and thinking of ways to observe and understand the exercise by classroom children through an understanding of exercise by his own children, in addition to the interchange through lesson study with Mr. Motohiro Yamauchi.

試合の中で戦術的な動きを行ったり，試合をする以前に作戦を立案したりする際には，いずれも戦術に関する知識が必要となる。それゆえ，ボール運動の学習を効果的に進めるためには，戦術に関する知識の指導が重要であるといえる。本研究は，フラッグフットボールにおけるオフェンスのガードに着目して，児童の戦術的知識の変容を明らかにすることを目的とした。 そこで，単元の前後に戦術的知識テストを行い，記述を分析した。その結果，多くの児童がガードの戦術的知識を獲得していたことが明らかになった。それは具体的には，ガードの役割や原則といったガードの「宣言的知識」や，敵や味方の動きを意識したガードの動き方というガードの「手続的知識」であった。また，作戦を成功させるために必要となる効果的なガードの仕方に関する「手続的知識」を獲得していた児童も多くみられた。, In ball games, knowledge of tactics is required both during a match and while planning operations before a match. Therefore, for children to learn to play ball games effectively, knowledge on tactics is important. This study aimed to clarify how children’s tactical knowledge changed following a unit focusing on the offensive guard in flag football. To this end, a tactical knowledge test was conducted before and after the unit, and the results were analyzed. Findings showed that many children had acquired tactical knowledge related to offensive guards. Children gained two specific types of knowledge. First, they gained declarative knowledge about offensive guards, such as the role of the guard in the football game. Second, the gained procedural knowledge about offensive guards, such as how guards must remain conscious of the movements of opponents and teammates. Additionally, many children acquired procedural knowledge regarding the guarding tactics necessary to make plays successful.

This study aims to clarify what factors made and transformed‘teaching style’ in physical education of Elementary School Teacher A through interpreting a life history of Teacher A. The results are summarized as following points. 1. The ‘teaching style’ of Teacher A on physical education in the I period (1982.4-1987.3) was made by factors of ‘belief as a teacher’ and ‘school tradition of Attached Elementary School B and chances of professional development’. 2. The ‘teaching style’ of Teacher A in the II period (1987.4- 1991.3) was transformed by factors of ‘meeting with Mr. Toshio Nakamura belonging to Gakko Tiiku Kenkyu Doshikai’ and ‘anxiety of lack of the specialty concerning physical activities’. 3. The ‘teaching style’ of Teacher A in the III period (1991.4-1996.3) was transformed by factors of ‘his reflection about his specialty on teaching movement skill’ and learning of a concept of ‘observation of others’ and ‘self-observation’ concerning movement process in "Bewegungslehre-Sportsmotorik" (Kurt Meinel et al., 1987). 4. The ‘teaching style’ of Teacher A in the IV period (1996.4-2003.3) was transformed by factors of influences from educational content theory by Mr. Yasuaki Izuhara belonging to Gakko Tiiku Kenkyu Doshikai., 本研究は，日本学術振興会科研費の助成（15K12632）を受けたものです。

In order to obtain a certain hint of forming a good cooperation between primary and junior high schools through Cross-Phase Teaching (CPT), it is necessary to verify the effect of CPT. We analyzed our CPT, surveyed the teachers and students by questionnaire, and interviewed the teachers, so that we might verify the effect of the CPT. While verifying, we not only recognized the change of the teachers' mind but also found the concrete way of improving their teaching.

本研究では，中学校保健体育教師の体育授業について悩みの度合いを明らかにし，さらに教職歴による差異を明らかにした。その結果，以下の3点が明らかとなった。1.保健体育教師の体育授業についての悩みは，低い傾向にあった。一方で，ダンスや武道の学習指導に関する質問項目については，他と比較すると高い傾向にあった。2.教職経験年数別では，若手，中堅，ベテラン関係なくダンスや武道の学習指導に関する悩みが高い傾向にあった。3.若手教師は，授業の実践に関する悩みを抱えてながらも，生徒指導や部活動指導などそれ以外の役割を求められており，授業の充実や改善に向けて十分に取り組めていない傾向にある, The purpose of this paper is to clarify the degree of teaching difficulties in the junior high school health and physical education teachers, specifically in the physical education course. The results of the study suggest the following three conclusions: 1. Low mean scores on the evaluative questions indicate the difficulties related to the teacher's lack of training in the physical education class. However, the scores regarding the teaching of dance and judo tended to be higher than questions on other course topics. 2. The difficulties in teaching dance and judo tended to be higher, regardless of whether the teacher was a novice teacher, a nucleus teacher, or a veteran teacher. 3. The study indicates that the novice teacher was having difficulties in the practice of teaching. More professional development in the areas of student guidance and extracurricular activities is required, as the novice teacher's lack of training in these areas prohibits his/her ability to properly enhance and improve the physical education course.

First this study aims to clarify how elementary school teachers of B Prefecture informed their learning outcomes by in-service training of physical activities to their school colleagues. Secondary this study aims to clarify how in-service training of physical activities at D Elementary School in C City influenced improving school teachers' teaching in physical education. The results are summarized as following points. 1. Elementary school teachers of B Prefecture informed their learning outcomes to their school colleagues through 'in-service training meetings within their schools' or 'their daily job'. 2. D Elementary School Teachers have taught new teaching materials as learning outcomes from ‘in-service training meetings of physical activities'. 3. Teacher X and Teacher Y learned teaching method and subject knowledge of physical education by team teaching experiences with PE coordinators as 'their daily job'. Teacher L learned the way of making unit plan, modification of activities and management of his class from his elder colleague K by dialogues about teaching in physical education as 'their daily job'. 4. It seems that it is important we make mentors' daily supports to mentees between PE coordinators and other school teachers., 本研究の一部は,科学研究費補助金(基盤B)課題研究番号24300212の補助による

The study aimed to investigate the concept of reflection in teacher education and classify the studies about the pedagogy of physical education according to the framework of the concept that we developped. The following results were obtained: At first, the results of our investigation of the concept of reflection were as follows. The concept of reflection was spread. It meaned that the objects of "reflection on action" contained another awareness except "reflection in action". In addition, it meaned that the objects of reflection contain not only self-practices but also observing others' practices and learning of theories. Secondly, the result of classifying the studies about pedagogy of physical education using the framework that we developped were as follows. There was no study that distinguished between "reflection in action" and another awareness except "reflection in action" as the object of "reflection on action". Then, there were some studies that confused self-practices with others' practices as the object of reflection. In addition there was no study that learning of theories was set as the object of reflection.

This study aims to clarify what opportunity made Elementary School Teacher A hold his view of teaching in physical education while he was engaged in an elementary school for 24 years. The results are summarized as following points. 1. Teacher A could get his teaching style of physical education at his first school of appointment, as his mentor advised professionally and mentally very well and good colleagues showed their teaching for his teaching model. 2. Teacher A developed professionally about teaching in physical education through in-service training in the physical education group for elementary school teachers of Y City. 3. Teacher A took the opportunity of facing a pupil's difficulty for learning physical education to begin exploring his view of teaching in physical education 4. Teacher A took the opportunity of lesson study about his teaching in physical education at the prefectural education center to begin establishing his view of teaching in physical education. 5. Teacher A developed professionally about teaching in physical education because he thought we had the expertise of teaching in physical education at elementary schools.

本研究は，中国の体育教師が体育授業を行う上での悩み事の実態を把握することによって，体育教師にどのような支援が必要であるのかを考察することを目的とした。浙江省杭州市の体育教師を対象に実施した質問紙調査の結果から，次の3点が示唆された。1) 体育授業を行う上での悩み事では，ほとんどの項目は低い値を示していたが，「示範」「把握」「ニーズj が相対的に高い値を示した。2) 体育教師が抱いている体育授業を行う上での悩み事は，「授業づくり」「生徒把握」「運動技能」の3つの構造で捉えられることが明らかになった。3) 各因子について，教職経験年数，勤務校種，競技等級，性別ごとの差異を検討した結果，経験年数の浅い教師や競技等級を有しない教師には「授業づくり」の支援が，経験年数の浅い教師や小学校教師には「生徒把握」の支援が，競技等級を有しない教師や女性教師には「運動技能」の支援が必要であることが示唆された。, The purpose of this paper is to understand the kinds of support needed for physical education (PE) teachers in China by identifying the difficulties they face when teaching their subject. Questionnaire surveys were used with PE teachers in Hangzhou, Zhejiang Province. Three principle points emerged. First, most items of difficulty showed a relatively low percentage, although "demonstration," "understanding," and "needs" showed a relatively high percentage. Second, the difficulties PE teachers faced consisted of three factors, namely, "instructional design," "student grasp," and "physical techniques." Third, looking at the differences in each factor among groups with different teaching experience, school type, athletic level, and sex, the findings suggest that support is necessary in the area of "instructional design" for young PE teachers and non-athletic PE teachers, in the area of "student grasp" for young PE teachers and primary school PE teachers, and in the area of "physical techniques" for non-athletic PE teachers and female PE teachers., 本研究は，浙江省教育庁科研項目（項目番号 Y201330051 研究代表者林楠）及び中央高校基本科研業務専項資金（the Fundamental Research Funds for the Central Universities）の補助を受けて行われたものである。

本研究は，「首はね跳び」につなげるための学習モデルの開発を目的としている。本年度は，台上で行う「首はね跳び」の前段階として，頭越しの回転を含む腰の沈み込みのあるはね動作を獲得するための下位教材として，「前転ブリッジ」に焦点を当てて研究を行った。 本研究により，「首はね跳び」に必要な腰の沈み込みのあるはね動作を獲得するためには，アンテナブリッジで腰の沈み込みのあるはね動作を獲得した後に，前転ブリッジにおいて頭越しの回転を含む腰の沈み込みのあるはね動作を獲得する学習モデルが有効であることが分かった。また，前転ブリッジにおいて腰の沈み込みのあるはね動作を獲得するためには，前転のスピードコントロールを意識させる学習が必要になることが明らかとなった。, This research aimed to develop a learning model effective for the neck spring. In the current academic year, we researched the preliminary step in the neck spring on the vault and focused on the forward roll bridge as the lower-level teaching material to allow children to acquire the ability to perform a spring motion with hip subduction, including a forward roll. In this research, we found a learning model that is effective for children to acquire the spring motion with hip subduction. This spring motion is necessary for neck spring vault exercise. Our model allows children to acquire this spring motion, which includes a forward roll bridge, after acquiring a similar spring motion with hip subduction and an antenna bridge. We also clarified that this learning model allows children to be conscious of controlling the speed of their forward roll. This is necessary for performing the spring motion with hip subduction in the forward roll bridge.

This study aims to clarify what factors made and transformed ‘teaching style’ in physical education of Elementary School Teacher A through clarifying an overall picture of a life history of Teacher A. The results are summarized as following points. 1. Teacher A hold the following three ‘beliefs as school teachers’ when he was hired as a teacher of B Attached School teacher. Those were ‘meaningful teaching for pupils (belief as teachers)’, ‘It is most important to realize a classroom where all pupils could live and study without anxiety (belief for pupils)’ and ‘coexistence (belief for schools)’. Teacher A made his ‘teaching style’ under the category ‘chances of professional development as a school teacher within the ethos of B Attached School’. The categories consisted of ‘B Attached School as an experiment school’, ‘job as a classroom teacher’ and ‘support from a mentor’., 本研究は，日本学術振興会科研費15K12632の助成を受けたものである。

本研究は,子どもたちが運動の仕方が「わかる」こと,運動技能をのばし「できる」ようになること,さらに,学習したことを「いかす」ことで学びを広げ,運動に親しむと共に,その楽しさを味わうことができるようにするため,ボール運動における「ゴール型ゲーム」に着目し,授業研究を行ったものである。特に,ゴール型ゲームに必要な能力を空間認知力(ゲーム場面において自分がおかれている状況を的確に分析して把握し,適切な動きかを瞬時に決定する能力)と設定した。子どもたちはパスを回して相手コートにボールを運んだり,ノーマークでシュートをしたりできる有効な空間に気づいたりして,それを生かした作戦や動き方について考え,理解することができるようになった。研究を進めていく中で,「空間認知力」はボールを持っているときと持っていないときの両方に必要な力であること,また,「空間認知力」を発揮するには,合わせてボール操作技能も段階を追って育成していかなければならないということが明らかになった。

This study aims to get ideas for improvement of in-service education for physical education through examining factors which promote transformation of beginning teacher X's thinking in physical education lessons during four years after his recruitment. The results are summarized as following points. The ideas which these process of beginning teacher X's development proposed for professional development about physical education were summarized as following 4 points. 1. Beginning teachers need their mentors' assistance according to their needs and daily discussion with their colleagues of their schools about their pupils. 2. School directors have to esteem their staff ideas and play an important role for creating atmosphere of which school teachers can think of their teaching mainly. 3. Beginning teachers need in-service training where they observe and discuss teaching of physical education and learn physical activities' skill in their schools. 4. School directors, their colleagues and local educational authorities have to assist that beginning teachers partake in an in-service training out of school for professional development of physical education.

The purpose of this study is to grasp the reality of what problems teachers in health and physical education. The result was summarized in the following points. 1. The number of teachers in this study who were aware of problems was not high. 2. The problems can be categorized into four: a) institution and equipment, b) teachers' behavior, c) real conditions of students, d) others. In particular, it is speculated that drawing interest from students in limited amount of time and equipment is very hard to do. 3. The following problems were ranked high: setting aside a living hour, giving students' guidance, doing allocated duties of school management, getting latest information on subject matter or current news. 4. Many of the teachers ask colleagues' advices at school, but a certain number of them wish for getting solution out of school.

This study aims to examine professional development in teaching of beginning teachers according to increasing of teaching experiences through clarifying characteristics of Mr. A's thinking at his 1st year's teaching and at 4th year's teaching after employment. As a result, the percentages of each category about his thinking have changed and the complex category "Teacher's Behavior Based on Realities of Children" which consists of "Teachers' Teaching" and "Children's Leaning" has emerged. The following 5 points was guessed about Mr. A's profession for teaching in physical education according to the effects. 1. Mr. A was able to make a teaching plan with manifest intention and teaching intentionally. 2. Mr. A assessed children's leaning at once and taught them with thinking immediately in his action. 3. Mr. A justified instantly if he accepted children's speaking or not through interpreting the meaning of their speaking when they talked stories which he had not expected. 4. Mr. A checked the child's performance which he wanted to ask to demonstrate in next lesson while he made a program for next lesson. 5. Mr. A thought ahead children's learning in his teaching and made his lesson plan and taught them actually according to his anticipation.

The purpose of this study is to clarify motivations that primary school teachers choose and participate in-service training of physical education outside school. Besides we propose about the function for which primary school teacher ask the training of physical education. As the result, primary school teachers asked for the following three points as inservice training. First, it is acquiring the knowledge of "new course of study", and the knowledge in connection with teaching physical education, such as "activities" and a "teaching". Secondly, it is "making relations with other teachers" who also search for physical education. Third, it is getting to know "the concrete practice example" which other teachers taught. Moreover, the following two points can be considered as a function of the training outside school. First, it is assistance to teachers who cannot receive enough mentoring by the training inside school. Second, it is bringing up of the leader at the training inside school.

本研究は, 子どもたちが運動の仕方が「わかる」こと, 運動技能をのばし「できる」ようになること, さらに, 学習したことを「いかす」ことで学びを広げ, 運動に親しむと共に, その楽しさを味わうことができるようにするため, ボール運動における「ゴール型ゲーム」に着目し, 授業研究を行ったものである。特に, ゴール型ゲームに必要な能力を空間認知力(ゲーム場面において自分がおかれている状況を的確に分析して把握し, 適切な動きかを瞬時に決定する能力)と設定した。子どもたちはパスを回して相手コートにボールを運んだり, ノーマークでシュートをしたりできる有効な空間に気づいたりして, それを生かした作戦や動き方について考え, 理解することができるようになった。また, 「できる」についてもボール操作技能の向上を伴うことによって, 有効な空間を生かした運動を楽しむ児童・生徒が育ってきた。この事によって空間認知力の育成という視点で授業を展開していくことが, ゴール型の学習において, 重要であることがわかった。

The purpose of this paper is to grasp the actual situation that what kinds of ways the elementary school teachers take to solve difficulties in teaching physical education class, and what kinds of ways they demand for the solution of the difficulties, and then to examine effective supports for the solution of the difficulties. We performed inventory survey for 348 primary school teachers. The investigation objects were divided into four groups according to two attributes which were consisted of "the curriculum coordinator of physical education" and "those who study about physical education". As a result, it was suggested these two following points. 1. It is considered that the organization of the in-service training about physical education in their school is an effective way to solve the difficulties of teaching physical education class for various of teachers, in which the professional knowledge is communicated by the teacher who is positively participating in physical education and shared with all staff in their school. 2. It is considered that it is necessary to make climate that teachers are easy to participate in the in-service training and meeting for study out of a school and get financial support from local educational authorities.

本稿の目的は, 一昨年度より本格的に実施された「特色ある教育実習プログラム」の実施に関して, 「教育実習指導A」及び「教育実習指導B」の効果に焦点化して報告することである。検討の結果以下の点が明らかとなった。①「教育実習指導A」は「小学校教育実習Ⅰ」に向け, 実習に対する意欲の喚起, さらに課題意識の明確化に有効であったといえる。しかし, 授業観察の観点, 時間割作成等に関する改善点・要望の記述が多くみられた。今後はこれらに対する支援の充実が課題である。②「教育実習指導B」は, 「教育実習の理解度」「教育実習に参加した印象」「本実習までの課題」に関して概ね目的の達成が見られたといえる。課題としては, やはり3日間という短期間であるためか, 教科指導の観察が中心となり, 学級経営などの理解が十分でないことを挙げることができる。③「特色ある教育実習プログラム」全体の中での「教育実習指導A」及び「教育実習指導B」の目的の明確化と, 1年次生から3年次生まで配置されている各種教育実習との整合性が課題として指摘された。広島大学教育学部・各附属学校で育成すべき教師像を明確化し, 再度教育実習システム全体を再構築することが必要とされた。

The purpose of this paper is to grasp the actual situation that what kinds of difficulties primary school teachers have in physical education classes according to their teaching experiences. We performed inventory survey for 348 primary school teachers. The investigation objects were divided into four groups according to two attributes which were consisted of "the curriculum coordinator of physical education" and "those who study about physical education". As a result, it was suggested these three following points. 1. The items in relation to "the fundamental condition" of the physical education class showed a low ratio on the difficulties of teaching physical education. 2. The items in relation to "the condition of contents" of the physical education class showed a high ratio on the difficulties of teaching physical education. 3. It was guessed that primary school teachers who had few opportunities to participate in physical education teaching, like women teacher, would have more difficulties.

本研究は, 「21世紀型の教科学力」の新たな観点としての「協同的創造力」の育成をめざして, 自分たちで新たな文化を創造する子どもを育てる協同的創造学習のあり方について実証的に研究を進め, 単元モデルと評価方法を開発することを目的としている。そこで, 教科学習を「協同的創造学習」としてとらえ直すとともに, 中学校での従来の選択教科の時間に加えて, 小学校第5・6学年合同の選択教科の時間を新設して「協同的創造力」を特化して育むことにし, 本年度は, 選択教科の単元モデルの充実・改善と評価方法の確立に取り組んだ。その結果, 選択教科において, これまで開発した単元モデルをより充実させたり, 新たな単元モデルを開発したりすることができた。また, 評価の観点を整理し, 子どもの意識調査やカリキュラム評価に継続して取り組むことによって, 子どもの思いを汲み取り単元を見直していくことができた。今後も必修教科と選択教科のつながりや関連性, 各学年の系統性を整理するとともに, 協同的創造力育成の手だてを整理し, 来年度に向けて, これまで培ったものを生かす新たな学習開発を模索していきたいと考えている。

本研究は, 子どもたちが運動の仕方が「わかる」こと, 運動技能をのばし「できる」ようになること, さらに, 学習したことを「いかす」ことで学びを広げ, 運動に親しむと共に, その楽しさを味わうことができるようにするため, 器械運動の中でもマット運動に着目し, 授業研究を行ったものである。特に, 「わかる」について子どもたちにつけたい力を「課題発見力」「探求力」「意思決定力」とした。実際の授業では, 子どもたちが運動をする中で「難しい」と感じたことをもとに「どうしてできないのか」「どうしたらできるのか」と考えながら授業を展開した。また, 視聴覚機器を用い, 自分の動きを自分でも観察することで自分の課題をはっきりさせ, 積極的に運動に取り組ませるようにした。さらに, 中学校ではGボールを活用し, ハンドスプリングの感覚を友だちと補助しあいながら感じ取らせるようにした。その結果, 子どもたちは, 運動のポイントや自分ができていないところを的確に把握し, 解決するための運動の仕方がわかり, 意欲的に運動に取り組むことができた。

This study aims to consider following two points through the trial teachings in "Teaching Contents of Elementary Physical Education" in Hiroshima University of Elementary School Teacher Education Program. One is to consider effect of planning and practicing consecutive trial teachings. The other is to consider students' understanding of motor skills and teaching technique through the consecutive trial teachings. The results are summarized as follows. 1. Students realized that their practicing were improving. 2. Consecutive trial teachings gave students consciousness to relate first trial teaching to second trial teaching. In addition, they gave students effect to reflect on their trial teachings. 3. Students' consciousness of problems to be solved at first trial teaching is different from that at second trial teaching because of teaching contents and teaching skills.

This study aims to understand what the students have observed about the motor skill of hip circle backward in the "Teaching Method of Primary Physical Education 2" of Hiroshima University. The results are summarized as follows. 1. Students observed different parts of movement about the same movie of hip circle backward in the case of second observation on compared the first observation. 2. When students observed good performance compared with unskillful performance of hip circle backward, students watched other parts of movement than the case of students' observation about the movie of skillful performance of hip circle backward. 3. When students found out problems about unskillful performance based on comparing good performance with unskillful performance, there were three cases. Firstly students could find problems about some movements if lectures explained about them. Secondly students couldn't find problems about some movements if lectures explained about them. Thirdly students could find problems about some movements without lectures' explanation.

This study aims to clarify what kinds of contents are considered as important by the students who planned and carried out trial teaching of physical education, and to grasp both the contents examined in advanced and those of their reflection on trial teaching, based on case descriptions. The lesson which this study discussed was the lecture on Learning-Materials of PE during the 4th semester in 2005 at the Faculty of Education, Hiroshima University. In this lesson, mat exercises and soft volleyball were performed for trial teaching. The subjects were ninety-three students. The questionnaire was accomplished after the implementation of teaching experiences. The results were as follows: 1) The content which the students considered as most important before the trial teaching was to grasp motor skills, and their direction and explanation of the method of motor was secondarily important. The importance of the teaching materials and teaching tools and that of keeping safety were influenced according to physical activities. In soft volleyball, keeping safety was regarded thirdly important, but fourthly important in mat exercises. 2) The analysis of the students' case descriptions showed their direction and explanation of motor and their grasp of motor skills were mutually related. Keeping safety was considered in the light of warming up before the trial teaching, but afterward, they reported that close relationship between the preparation for the lesson and its teaching contents should have been considered for keeping safety.

This study aimed to clarify the teacher education status and problems of Japan seen from the point of view of fostering practical teaching abilities based on the results of questionnaires and interviews targeting teachers of faculty members of training organizations that offer elementary school and Lower Secondary PE teacher education courses. The results of our questionnaire indicate that the following five points can be presented as future tasks for fostering practical teaching performance through practical training in Japan. The first challenge is extending the period of student teaching. The second challenge is establishing cooperation between student teaching schools and universities. The third challenge is to solidify an assessment system for student teaching. The fourth challenge is to nurture the instruction abilities of student teaching school teachers. The last challenge is to hire university teachers who are capable of giving student teachers appropriate instructions and advice.

The purpose of this study was to clarify contribution of a student's school and child support activity in public school to foster a student's competence comprising both a theoretical and practical viewpoint. To achieve this purpose, we performed three analyses. The first is questionnaire survey for the students engaged in learning support in junior high schools. The second is interview for the students engaged in learning support in an elementary school. The third is interview for Faculty of Education of Shimane University that has already had advanced system of this field. Through these analyses, we indicated importance of supervision for students to foster a student's competence comprising both a theoretical and practical viewpoint and showed an action policy on fostering the competence.

The purpose of present study was to make a proposition of elementary school teacher training curriculum for fostering competence in using both of theoretical and practical knowledge. First we clarified the problems of our current elementary school teacher training curriculum. Secondly, we suggested concrete plans for improving the current curriculum. Finally, we indicated the forward-looking issues on the curriculum implementation.