本研究では，前著の内容をふまえ，平成20年度教育実習生の「学習指導技量」が，どのような道筋をたどって初任者教師の「学習指導技量」へと高められようとしているのかを明らかにした。研究授業時の教育実習生の「学習指導技量」について、実習校指導教諭による評定結果をもとに因子分析を行い，教壇実習開始時のＦ１［授業者自覚因子］，Ｆ２［場統制因子］，Ｆ３［指導内容体系化因子］が，寄与率においてそれぞれＦ１［場統制因子］，Ｆ２［授業者自覚因子］，Ｆ３［指導内容体系化因子］へと入れ替わっていること，３因子を構成する項目が３因子間で移動し再構成され，３因子の構成項目数と寄与率が減少したこと，そしてその過程で新たな因子Ⅳが出現したことを示した。これにより，実習校指導教諭は，実習生の教科の専門性が，実習指導を経て生徒集団を統制する力量へと高まることを期待していることが分かった。また，因子Ⅳが出現した意味の考察を通して、実習生の「学習指導技量」を評価する実習校指導教諭の評価の観点が，実習指導を経て精緻化、多面化している可能性を指摘した。
Based on the findings of the earlier Part 1 report of this study, this paper clarifies how the“teaching skills”of student teachers are improved to the level of new teachers. Through a factorial analysis of the results of student teachers’“teaching skills”as evaluated at the last practice session by teachers at the training schools, it was found that the following factors changed over the course of the training. At the start of training, the factors, in order of importance, were selfawareness of being a teacher（factor 1）, ability to control the classroom（factor 2）, and systematic knowledge of teaching content（factor 3）. At the end of teaching practice, the factors changed to ability to control the classroom（factor 1）, self-awareness of being a teacher（factor 2）, and systematic knowledge of teaching content（factor 3）. The weight of contribution of the factors moved relative to each other and the items composing them moved between the factors. Overall, the weight of contribution and the numbers of items composing the three factors decreased. A fourth factor newly identified as a result of this process is discussed. As a result, teachers at the practice schools expect that, through practical training, the expertise of student teachers in their own specialist subjects can increase their ability to control the classroom. In addition, it was found that from the perspectives of the teachers, the evaluation of the“teaching skills” of the student teachers became more nuanced and multi-faceted during the training process through considering the newly identified factor 4.