The purpose of this study is to clarify the contents, method, and other ideas of in-service teacher training, its effect evaluation and the instruction for teaching supervisors which entail an element of independent and collaborative learning. Fifty-three educational committees of prefectural and city governments which have the authority to offer in-service teacher training that responded to the questionnaire (response rate: 46.49 %). The free descriptions about in-service teacher training and its effect evaluation were analyzed and considered by applying subject classification which is one of the text-mining approaches and classified into the following 10 clusters: group work, attendee, school, resolution, practice, theory, training, teaching plan, research discussion, and class. Also, the free descriptions about the instruction for teaching supervisors were analyzed similarly and classified into the following 6 clusters: visit, training, teachers, improvements, attendance, after in-service teacher training. On the basis these results, this study discussed the actual condition of in-service teacher training, its effect evaluation and the instruction for teaching supervisors.

This research was subsidized by the (B) "Development of Active Learning Based Teacher Training Programs that Support Teachers as Continuous Learners" (JP 16H03765) grant-in-aid for scientific research from JSPS.