In this paper, we evaluate the program, as a part of the beginning teachers training of Fukuyama City, that is developed and implemented in collaboration between us and the supervisors of Fukuyama City Board of Education. This program consists of two workshops. At the first of those (in half day), the beginning teachers study a lesson through the video, applying a classroom observation method of a reflective mode, on the basis of which they try to recollect and consider their teaching experience, affected by what they observe. And at the second of those (in a day), after they observed a lesson actually, they study it through the video. As data, we collect and analyze their reports that they wrote to look back on their activities at the workshops. Our findings are summa-rized as follows: (i) At both workshops, the beginning teachers study a lesson in a reflective mode generally, (ii) but in contrast, they also have some demands for acquiring theoretical knowledge of teaching, (iii) additionally, at the second workshop, they regard a narrative description of a lesson, which is expected to cause a reflective mode observation, as either valuable or invaluable. To improve the design of the workshops, we need to examine the issues above, especially concerning (ii) and (iii).