South Korea has the most number of Japanese learners in the world except Japan. But we cannot say that the present situation of Japanese language education in South Korea is optimistic because Japanese language education has been devalued in South Korea, especially in high schools. This problem has been a serious suffering of Korean Japanese‐language teachers. But the study of Japanese language education in South Korea has not yet focused on Korean Japanese‐language teachers and their philosophy of education which supports their Japanese language education practices. This study has two purposes: (1)What made the philosophy of education of a professional Korean Japanese‐ language teacher(abbreviated as Mr.J in this paper) change, (2)How the changes of Mr.J’s philosophy of education have influenced his Japanese language education practice. This study used two qualitative methods of research: first, ‘Life History interview’, second, ‘class observation’. We came to know the ‘Life Events’ which consist of private events and teaching experiential events has led to the changes in philosophy of education of Mr.J by analyzing his Life History. His philosophy of education has been changed from ‘Treat Students with love, even sometimes using the physical punishment’ to ‘Practice attractive teaching’, and again ‘Treat students with love remembering the belief I had in the first year of my career’. We also have known that Mr.J is now dealing with ‘Happenings in his Practice’ basing on his present philosophy of education ‘Treat students with love remembering the belief I had in the first year of my career’. Especially we should take notice of the change of Mr.J’s philosophy of education from ‘Practice attractive teaching’ to ‘Treat students with love remembering the belief I had in the first year of my career’. Analyzing from a point of view of Japanese language education this change tells us the importance of relation between the philosophy of education and the course design. It is very important that Mr.J has made his philosophy of education clear through narrating with the researcher. But this process of making his philosophy of education clear is not shared with other Korean Japanese‐language teachers who are in the same sociocultural context. Through sharing the process of change in their philosophy of education and Japanese language education practice, it is expected that many Korean Japanese‐language teachers will make their philosophy of education and practices clear. And it is also expected that the sharing the process of change in their philosophy of education and practices will lead to collaboration of teachers, making Japanese language education practice in South Korea a new one.

South Korea has the most number of Japanese learners in the world except Japan. But we cannot say that the present situation of Japanese language education in South Korea is optimistic because Japanese language education has been devalued in South Korea, especially in high schools. This problem has been a serious suffering of Korean Japanese‐language teachers. But the study of Japanese language education in South Korea has not yet focused on Korean Japanese‐language teachers and their philosophy of education which supports their Japanese language education practices. This study has two purposes: (1)What made the philosophy of education of a professional Korean Japanese‐ language teacher(abbreviated as Mr.J in this paper) change, (2)How the changes of Mr.J’s philosophy of education have influenced his Japanese language education practice. This study used two qualitative methods of research: first, ‘Life History interview’, second, ‘class observation’. We came to know the ‘Life Events’ which consist of private events and teaching experiential events has led to the changes in philosophy of education of Mr.J by analyzing his Life History. His philosophy of education has been changed from ‘Treat Students with love, even sometimes using the physical punishment’ to ‘Practice attractive teaching’, and again ‘Treat students with love remembering the belief I had in the first year of my career’. We also have known that Mr.J is now dealing with ‘Happenings in his Practice’ basing on his present philosophy of education ‘Treat students with love remembering the belief I had in the first year of my career’. Especially we should take notice of the change of Mr.J’s philosophy of education from ‘Practice attractive teaching’ to ‘Treat students with love remembering the belief I had in the first year of my career’. Analyzing from a point of view of Japanese language education this change tells us the importance of relation between the philosophy of education and the course design. It is very important that Mr.J has made his philosophy of education clear through narrating with the researcher. But this process of making his philosophy of education clear is not shared with other Korean Japanese‐language teachers who are in the same sociocultural context. Through sharing the process of change in their philosophy of education and Japanese language education practice, it is expected that many Korean Japanese‐language teachers will make their philosophy of education and practices clear. And it is also expected that the sharing the process of change in their philosophy of education and practices will lead to collaboration of teachers, making Japanese language education practice in South Korea a new one.