Teaching practice is a core part of pre-service teacher education/training, however, in Japan it is not regarded as an important activity compared with foreign countries because of the short period of teaching practice in Japan. The aim of this study is to explore what is the significance of teaching practice for science teacher education. For this purpose, first, the author analyzed previous literatures about teaching practice. Second, the author investigated how to integrate theory and practice from the international perspectives. As a result, the author found that integration of theory and practice has been emphasized coherently since the early 1950s, and the integration in teaching practice was important for prospective teachers to learn how to enhance their own teaching competencies toward continuing professional development. In addition, the author pointed out that CoRe, which is developed to explicit teacher’s knowledge, is quite effective to conduct teaching practice using pedagogical content knowledge (PCK) as a framework.