In Japan, the importance of developing teacher’s professionalism is constantly growing. It is pointed out that one of the factors that teachers need to be aware of is their professional knowledge. Sarah(2000) emphasized the importance of professional value. There are two levels of teacher’s knowledge, one is explicit, and the other one is tacit. The explicit level concerns practical teaching skills of teachers. The tacit level concerns teachers’ own professional value, for example, ’What matters most to me as a teacher’. It is said that excellent teachers seem to have rich tacit knowledge. This level of knowledge seems to be useful for pre-service teacher training. The purpose of this study is to develop a pre-service teacher training course using structured card method. The training course was made up of three phases. 1) Development of their structure of knowledge, 2) Comparing each other’s Tree structures using online communication and 3) Reflections. We designed a 30hours training course in Educational Technology. To get teacher’s licenses, 90 undergraduate students took part in this program in July, 2007. We used Moodle as a Learning Management system. The server component consisted of the management area, material area and personal history area. The SQL server was used as data base. Using Http protocol, lecturers, material developers and learners could access data base using a web browser. The lectures could obtain learners learning history using web browser. The BBS system was also used. We prepared various kinds of materials. For example, a video of expert teacher’s lesson was used. After viewing the video, the lecturer asked students to report their impressions, thoughts and opinions. The second part relates to Intra-personal Dialog. Writing their impression cards, and students reflect their professional value. After that students uploaded their reports using the BBS system. Not only the lecturer, but also the learners could read these comments. It is recommended that writing comment each other’s comments. This process is Inter-personal dialog. In this lesson, students were asked to form their knowledge structure using the structured card method. After watching expert teacher’s lesson, students had to write their impressions in short sentences using impression cards. Then, the cards were divided into two piles, and the participants had to repeat this procedure. At the end of this task, tree structures of own knowledge was completed. In face to face training course, participants exchanged each other’s knowledge structure and discussed their opinions. But in the text based on-line course it would be very difficult to do so. Therefore, we had to develop a method which supported exchanging knowledge structure using scanning image web pages.

1) Quantitative analysis using text mining. Multi dimensional analysis, cluster analysis and concordance analysis should be used with ‘Word Miner’, developed by Nihon-denshikeisan corporation. 2) Qualitative analysis using SD Scale. The author has developed SD scale concerning classroom teaching. Factor analysis should be used.

We can support emerging students’ tacit knowledge using this training system. In schools, Teachers have to make various kind of decision. They use their tacit knowledge fully, but that is unconscious. Using this system, students can create opportunities for the use of the tacit knowledge. As a result of SD scale analysis, students feel classroom teaching is creative and enjoyable. We developed quite new system to develop pre-service teacher training.