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The purpose of this paper is to explain how initial teachers in Japan can develop instructional and thinking skills through lesson study with mentors. It will clarify the point of view in which mentors evaluate the lesson plan, research lessons and kyouzai-kenkyuu of initial teachers.

This study adopts a case analysis that shows how a mentor gives advice to an initial teacher in the post-lesson discussion. In Japanese lesson study, the time schedule of the post-lesson discussion is well structured, so the time for a mentor to state his or her comment is limited to around ten minutes. Mentors try to help initial teachers develop instructional and thinking skills.

From simple problem to high-level cases in which finding the problem of a lesson is difficult, only a highly competent mentor can find the problem and suggest improvements. Mentors need the competency to observe the lesson and the knowledge and skills to improve the lesson.

This paper focusses on how mentors can help develop the kyouzai-kenkyuu understanding of initial teachers. More studies that focus on how mentors can train initial teachers to understand how students learn during lessons are needed.

This paper discloses what Japanese teachers think of lesson plans and kyouzai-kenkyuu and how mentors help develop kyouzai-kenkyuu understanding among initial teachers.

Summarizes the aims of school health education, emphasizing the important role which teachers have in relaying health education messages. Reviews studies which have examined the provision and extent of initial and in‐service training on health education for teachers. Observes that professionals from external agencies are often better equipped to provide health education lessons than teachers, but that the way in which schools use this external expertise, with external contributors delivering talks on discrete topics to groups of up to 200 pupils, is not ideal. Concludes that initial and in‐service training on health education for teachers is inadequate and sometimes non‐existent, but that health education should form a part of all initial teacher training courses.

The inclusion of education‐business links in programmes of initial teacher training is not a new idea. However, these activities have tended to be restricted to “enthusiasts” and show little sign of becoming embedded in mainstream practice. Offers some analysis of the constraints on these activities, including some of the complexity in establishing a clear rationale. Identifies the National Curriculum, teacher competences and the culture of inspection as conservative influences on initial teacher training. Argues that our rapidly changing culture requires fresh and imaginative approaches to initial teacher training, which extend beyond the shift in organizational responsibility which is taking place owing to government reforms. Describes a specific project in which business‐related experience is used as an integral part of a PGCE programme. The key feature of this process is an attempt to establish a framework of activities and experiences which could be used across the spectrum of initial teacher training.

Assesses the influence of the recent Government reforms in initial teacher education on the health education training of new recruits into the profession. Describes findings from the last major research study into health education in initial teacher training and appraises the new criteria for teacher education courses. Concludes that health education in teacher training is likely to become increasingly marginalized. Highlights contradictions in Government policy and urges professionals to attempt to influence the ways in which higher education institutions interpret the criteria on which courses will be developed and judged.

This paper seeks to locate the concept of lifelong learning within the context of initial teacher training (ITT), and explores the extent to which these are congruent or contradictory ideals. It considers the mechanisms within ITT that serve to convey the key messages underpinning a lifelong learning philosophy. The value placed on the notion of lifelong learning within a “subject driven” learning environment is explored, along with the declared expectations of the future teaching role. Finally, the relationship between subject‐specific learning and broader learning aims will be discussed in relation to the teacher training curriculum. Moreover, the current ideology advocated by the Teacher Training Agency will be questioned in the light of the need for change. Clearly a lifelong learning culture will need to permeate all aspects of, and become an integral element within, ITT approaches and programmes if pupils are to receive a sound educational foundation that will enable them to cope with uncertain futures.

School safety and a positive school social climate have become one of the main concerns of the education systems in England and France in recent years. Teachers complain about a supposedly increasing difficulty in teaching and dealing with challenging behaviour. This study sets out to carry out a comparative survey on the social climate in schools in England and France, focusing on the teachers’ perceptions of their working conditions in socially deprived urban secondary schools and more particularly on the issue of school violence since the two aspects interact. The research sets out to investigate the issue of teachers’ initial and in‐service training as well as professional socialisation and the way it affects their perceptions of school social climate and violence. It highlights key differences that in England provide teachers with a safer and more positive environment.

The idea of reflective practice, a concept that is currently in vogue in educational circles, is taken up in this chapter. Having to do with training and research practices in the French community in Belgium, this chapter revolves around two major themes: an overview of training as approached in French-speaking Belgium and a summary of teaching and research issues addressed by researchers in this particular part of Europe. In the final analysis, important matters having to do with socialization and intelligibility and their relationship to reflective practice are probed. These considerations are of major significance to educators worldwide.

Changes in society, the economy and health require a response from higher education regarding the training of professionals, specifically, future teachers. In this sense, active methodologies constitute, in line with the 2030 Agenda for sustainable development, a key strategic element in teacher training, given the need to educate for sustainability and social responsibility (SR). This study aims to examine innovative teaching-learning experiences based on the use of active methodologies and the interaction with sustainability and SR on the part of university students in Education.

The methodology constitutes a systematic review of the qualitative, inductive and exploratory literature, on the basis of the PRISMA declaration principles. The sample is composed of research published between 2011 and 2021 in the world’s most important scientific databases in the educational context (WoS, Scopus and Eric-ProQuest).

This study reveals the methodologies that are most commonly used in ecological literacy, their implications for the acquisition of competencies in terms of curriculum sustainability and their relationship with the UN Sustainable Development Goals and SR. Higher education must reflect and demonstrate awareness of its social mission and pedagogical effectiveness, to transform education, taking as a reference the sustainability and SR in the university student’s curriculum.

One of the main limitations of this study is the scarcity of research studies that include, jointly, the key descriptors analysed in this contribution such as teacher training, active methodologies, sustainability and SR. Another limitation to observe in this work is related to having considered as inclusion criteria solely research published in open access journals, since other research published in closed access journals is omitted.

This work demonstrates the usefulness of active methodologies in the training and professional development of future Education students in “sustainability”.

The purpose of this paper is to report the outcome of an education and public health collaboration investigating the impact of adapted training to enhance teachers' potential role to promote child health and wellbeing.

The study was conducted in three phases: a survey of the health education content in universities in initial teacher training courses; a longitudinal survey at the commencement and completion of courses to capture trainees' knowledge, skills and attitudes towards health and their role in health promotion; and mapping curriculum content against qualified teacher standards and public health competencies.

Training about health varies largely between institutions. Trainees' knowledge levels remained low after training; ranked importance of key health topics – nutrition, alcohol, smoking, – decreased significantly; a majority thought that teachers and schools play an important role in health promotion, but significant increases were also noted in the minority who thought health promotion is not part of their remit (Phase 2).

To the best of one's knowledge, similar work has not so far been reported. While teachers are in a prime position to influence child health, trainees require knowledge and skills to realise their public health potential.

This paper focusses on the tutoring process developed by three teachers during the implementation of two lesson studies (LSs) by students of the Bachelor of in Primary Education as a methodological strategy to facilitate the reconstruction of the teachers' practical knowledge.

The study is set within the framework of qualitative research and the methodology adopted is borne out by the case study.

The analysis shows how an adequate process of tutoring and accompaniment during the design, development and evaluation of the LS assists students to reconstruct their practical knowledge through action and to reflect on their actions and to develop key professional competences for initial teacher training.

This study was constrained by the need to develop a particular methodology of the study over a single four-month period, given that this type of process requires some quiet time for analysis and reflection. And the time that the tutors could make available due to the high ratio and the need to provide continuity to these processes to allow the students to consciously modify the tutors' lessons plans and incorporate this vision of being a teacher.

The paper advised to repeat the experience in successive courses, to accompany the students in order to analyse the educational value of LS and how educational value of LS affects the how the students reconstruct their practical knowledge.

This paper shows the strategies adopted to promote the reconstruction of practical knowledge in initial teacher training.