In the faculty of school education (Elementary school Teacher Education Program) at Hyogo University of Teacher Education (HUTE), the teaching observation and participation (Practice Teaching Ⅱ) for sophomore, as pre-training of student teaching in elementary school for four weeks (Practice Teaching Ⅲ), in youth service activities of social education in cooperation with social education facilities has been established since the year of Heisei 2(1990). The purpose of this study is to analyze and consider the following points about what we are able to expect as learning effect by the object understanding ability about children if student teachers at HUTE have acquired the ability by guidance experiences in Practice Teaching Ⅱ, through their field notes and the questionnaires conducted on them of the faculty of school education at HUTE, in order to pursue the possibility that the practice teaching curriculum contributes greatly to individualized preservice teacher education.

  (1)the image changes of the teaching profession and children

  (2)the degree of confidence in abilities and competences as a teacher

  (3)the educational meaning of this teaching observation and participation

  (4)the degree of desire to becoming a teacher and the degree of fitness for a teacher

  (5)the degree of desire to guidance for children in youth service of social education

  As a result of this study, we clarified the following three points. The first, guidance experiences in Practice Teaching Ⅱ facilitate the formation and development of great and individual images of the teaching profession and children. The second, many student teachers show an active interest in social education by the experiences, and the experiences contribute to education and development of new type teacher who desires to guidance for children in youth service of social education. The third, Practice Teaching Ⅱ serves student teachers for the formation of fundamental abilities and competences as a teacher.