In Japan all beginning teachers must take the In-service teacher training program (In-SeT) for 1 year. This program consists of 2 training courses, which one is a training within school and the other is out of school. In a training within school, a mentor who is the experienced teacher takes on the job of teaching/coaching for 4 beginning teachers. In a training out of school, some supervisors give lectures about Education Act, educational administration, teaching, classroom management, etc. at the prefecture educational training institute and beginning teachers engage in social service during summer vacation. This study focused on the mentoring in the training within school because beginning teachers do not always achieve the objectives of this program. Some teachers leave their job within a few months. Other teachers fall into class collapse. In regard to the problem like this, we developed the mentoring system using video-based reflection(Asada & Uosaki,2006). This system was consisted of 4 components: 1) teaching practice by beginning teacher (mentee), 2) on-going cognition of the issues of teaching practice by mentor, 3) making video clips from mentor’s cognition, 4) a conference by mentor, mentee, and university staff. The concept of this system is to help beginning teachers to acquire the way of reflection and another viewpoint of teaching based on their own teaching. From the viewpoint of continuing professional development, it is important for them to learn how to learn to teach based on their own teaching practice. This system is thought to help both mentor and mentee to learn how to teach, so that it is considered as the mentoring system. The purpose of this study is to explore what mentor selects as the problems in mentee’s teaching and which function mentor’s comments to mentees. The mentor’s impact for the mentee is considered so strong, so mentor’s cognition and comments can serve mentee’s professional development/improving his/her teaching as the important factor. Based on the notions of mentoring by Kram(1988) and Franke et al.(1996), this study analyses mentor’s comments using text mining method and correspondence analysis. The mentor’s comments were collected by on-going method using IC recorder. The subject is one male mentor having more than 20 years teaching experience and two mentees(beginning teachers). As a result, mentor’s comments changed. In April(the beginning of school year) the mentor used frequently ‘good’. In July he began to use ‘learn’ adding to `good’. In March(the end of school year) he used ‘think’, ’write’, and ‘say/speak’ mostly. Mentor’s focus on mentee’s teaching shifted from mentee’s teaching behavior to pupil’s leaning activity. In the earlier of school year mentor supported mentee on psychological aspect, and then pointed out tasks of mentee’s teaching and advised to focus on pupil’s learning activities.

This study analyses mentor’s comments using text mining method and correspondence analysis. The mentor's comments were collected by on-going method using IC recorder. The subject is one male mentor having more than 20 years teaching experience and two mentees(beginning teachers).

This findings support the nature of two mentor’s roles, career function and psychosocial function pointed out by Kram(1988). However, in mentoring based on mentee’s practice, the psychological function is thought to be included in the comments about teaching skill, for example ’good’. What the mentor pointed out the mentee’s tasks of teaching was also thought to help the mentee to reflect his/her own practice. This reflection is one function of the mentorship offered by Franke et al.(1996). Above all, To do mentoring successfully, mentor may be required the communication skill in addition to Professional values and personal commitment, professional knowledge and understanding, and professional skills and aptitudes by Fletcher(2000). If this system is put in Kounai-ken(In-SeT program within school), considering this mentor’s role, it has the big possibility to help teachers to develop their profession within school.