(Research Question)

Why can’t student teachers teach well?

Why microteachings change student teachers to good teachers?

What changes happened in expertise of teacher?

(Theoretical Framework)

In Japan, almost all candidates for teacher receive “teacher education” at college or university. And they get license before they begin to work at school.

They have much knowledge of pedagogy and teaching methods, but they can’t teach well, and can’t make “transition of children”. This is a big problem of Japanese teacher education like as other countries.

In Japan, one of major teacher training method before “practice teaching” is microteaching (teaching & reflection).

However most student teachers in Japan don't have many opportunities of microteaching before their 2-4 weeks “practice teaching”.

For that reason, we need to clarify development of student teachers in microteaching and improve microteaching. We were investigating what difficulty most student teachers feel in microteaching (Tohyama, Yoshida, & Nisihara, 2013; Tohyama, Asada, Yoshida, & Nisihara, 2013; Tohyama, Yoshida, Nisihara, & Asada, 2014). In these research, it is revealed as follows;

1)    Student teachers try to act as plans of their behavior, but they can’t. They are often confused. And they can’t deal with unexpected situation and reactions from students.

2)    In the reflection of 1st microteaching, some student teachers refer comparison between their behavior and plan. They can’t refer what students think and understand.

3)    In the reflection of 2^nd or 3^rd microteaching, some student teachers refer reaction and behavior of students. And references of comparison between their behavior and plan decreased.

These may means as follows;

1)    In expertise of teacher, at first student teachers think about their behavior in class.

2)    And they have more experiences of class, they think less about their behavior in class, and more about student’s behavior, understand, and “transition”.

3)    In “short-term (working) memory” article, it is presented existence of limit of thinking in same time (Allen & Baddeley, 2009; Cowan, 2001; Miller, 1956).

So, It is hypothesized that;

1)    For expertise of teacher, Student teacher can’t increase quantity of thinking. They should change quality of thinking.

2)    For expertise of teacher, Student teachers need to automate their planned behavior.

3)    With automation, they have room of thinking about better Teaching.

4)    For better teaching, “Transition of Children”, teacher should think about not only their behavior and students’ present behavior in class, but also students’ behavior, thinking, and values in past and future/

In this study, We compare contents of references about teaching a between student teachers in 1^st microteaching, 2^nd , 3^rd microteaching and a rookie teacher.

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