This project promotes teacher collaboration for the professional development of Japanese language teachers. Practical reports of their class activities and communication between mentors and participants were recorded in an e-portfolio and Learning Management System for six months, following which a focus group interview and questionnaires revealed the following: (1) participants did not have sufficient opportunities to communicate with each other, although they were highly motivated; (2) classroom evidence and reflective documentation were effective tools for focusing on and analyzing their own practices; (3) continuing discussion among participants was needed to build and sustain a community of practitioners; and (4) young teachers were hesitant to express their ideas and opinions to senior participants.

• Yukari KATO(Center for Higher Educational Development, Tokyo University of Agriculture and Technology)