The outline of the core curriculum in Naruto University of Education creates a close relationship between “Teaching Practice” positioned at its core, and “core subjects” positioned alongside, thereby enabling quality assurance in elevating practical teaching skills. However, while the intention was to position “core subjects” vertically, in contrast “teaching practice” came to hold a complementary relationship with “core subjects”. Then it was thought that by independently making “teaching practice” into a system, the relationship with “core subjects” could be changed into an interactive relationship, while qualitatively enhancing curriculum practice. When looking at the current formation of “teachers as learners” who are expected to elevate their teaching skills, there emerges the image of the teacher as a reflective practitioner. Then a study was done based on the theoretical background of “legitimate peripheral participation（LPP）” and “cognitive apprenticeship”, which made it possible to propose a “teaching practice curriculum” that incorporates the “concept of social inclusion or participation”. We propose a “4 year curriculum” with the theme of evoking changes inside students, while considering “cognitive apprenticeship”, with new participants participating in cultural activities. We also propose a 4 week teaching practice curriculum with the same concept as the “4 year curriculum”
