Nowadays, the privatization of education is progressing in Japan. Many parents are only concerned about their own children; therefore, many teachers have difficulty interacting with parents, especially when reacting to parents’ complaints. This places teachers in a difficult and uncertain situation in terms both of their roles, that is to say their professionality, and their position, that is, their professionalism. For that reason, teacher professionality and teacher professionalism need to be reconsidered in order to reconstruct them to address this issue.

  Therefore, in this paper, I intend to clarify the content of teacher professionality in the context of teachers’ relationships with parents, and how such professionality develops the teachers’ professionalism.

  First, I examine the theory of the organization of private interests, which assumes that teachers hold their position based on the collective trust of parents. This theory has often been criticized, and in response has been revised with a focus on parent participation in education as a key element of the organization of private interests.

  However, this theory does not explicitly address how to reconstruct teacher professionality in their relationships with parents. Therefore, to clarify the exact nature of teacher professionality in the context of parent participation, I examine other theories, on the “democratic professionalism” of teachers, teacher professionality in democratic education, parents’ participation in their children’s schools, and the role of teachers in encouraging the establishment of common interests among parents.

  Through this paper, I identify three elements of teacher professionality fostering parent participation, namely, expressing professional opinions to parents, prompting parents to engage in dialogue with one another, and prompting parents to form common interests. In addition, I show that inquiry into teacher professionality in the context of parent participation is a necessary precondition for restructuring teachers’ professionalism.

  The purpose of this paper is to seek knowledge for advanced teacher education, that is, to think about the structure of knowledge that a teacher should have.

  The concept of traditional knowledge has been regarded as “justified true belief”. But this concept has the following problems: 1. Knowledge is considered as substance. 2. Knowledge is convertible by the media（eg. language, etc.）. 3. Knowledge is considered to be something that it is possible to stock. The concept of traditional knowledge does not conform to knowledge for advanced teacher education that we seek.

  Assuming that traditional knowledge is “encoded knowledge”, “embodied knowledge” tries to overcome the problem. But it is not possible to replace all the encoded knowledge with embodied knowledge. Because, if we focus only on embodied knowledge, there is a risk of “trained incapacity”. Therefore, we need to seek a comprehensive knowledge of the knowledge of them, that is, “body technique”.

  Direction of the current discussion of teacher education is: 1. To make a point of “reflection” as coming and going between encoded knowledge and embodied knowledge. 2. To require that teachers keep learning. On the other hand, teachers are requested to acquire all the knowledge and skills, that means “feeling of almighty”. But instead of “feeling of almighty”, we should ask for “feeling of imperfect”. Teachers should acquire “body technique”, but body technique has the following problems: It limits the perspective itself, and it is accepted by teacher groups. There fore, it is possible to build a public space of knowledge, in which the opinion of teachers is not negative, in the school. It is required in order of advanced teacher education that the radical turn from traditional knowledge to new knowledge. And we have to consider how to assemble the whole school education including a college education from the horizon of the new knowledge.

  In the Japanese contemporary literature on teacher education reforms, the term “Shishitsu-Nouryoku (Trait-Competency)” is very commonly used. Apparently, this term is unique; it is rarely used in fields other than teacher education. I will argue in this paper that the term is a vague buzz-word, but, at the same time, it has the potential to capture the learning and development of individual teachers in a holistic manner. I will first explain why “trait” and “competency” are both ambiguous and unscientific terms, and the issues entailed in artificially differentiating the two. Lastly, I will introduce a teacher education theory of a Dutch teacher educator, Fred A. J. Korthagen, to back up my argument that there is a certain significance in looking at teachers’ “traits” and “competencies” together. I conclude my article by giving a few suggestions to the current Japanese teacher education reforms based on the arguments given.

  Currently, the idea that developmental disorders may be associated with various problems that occur in schools has been well established. It is necessary to assist in various ways students with developmental disorders. However, acknowledging that the cause of various problems is from developmental disorders can easily lead to the oversimplification that the problem behavior of students is always from developmental disorders. However, it is more useful and less harmful to focus on the behavioral characteristics of each individual and make a specific response rather than over-emphasize the diagnosis. Therefore, apart from diagnosis, the author constructed a computer system model in which explanatory concepts are described in one dimension. Based on those concepts, and using various analogies, the author constructed training programs for teachers, and tested the programs in public high schools, junior high schools and elementary school to examine their validity. Post-program feedback (on a five-point scale) showed that the programs were generally well received: easy to understand explanation (4.70), easy to associate with actual cases (4.44), easy to think of concrete measures (3.88). In follow-up interviews, teachers expressed understanding of the training content and commented about their students based on that understanding.

  This research paper is accomplished according to the survey of Global Teacher Status Index, which was presented in October, 2013 by VERKEY GEMS FOUNDATION.

  As mentioned in this survey, the result of ‘China had the highest teacher status index ranking out of our surveyed countries’is not that of accurate. Due to socialist ideological trend has been influenced by money worship, in China, teacher’s social status has also been impacted intensively. Even worse, some teachers bribe their students unscrupulously.

  In addition, as pointed from the survey, from the researcher’s point of view, the result of ‘50% of china’s respondents state they would encourage their child to become a teacher’is because of the relative stability of teaching profession. Since 2003, China has appeared the problem of difficulty of employment of graduates. During the past decade, this problem has become more and more hard to resolve. In 2013, it is estimated that over one million graduates cannot find a job. Meanwhile, this harsh time can also be regarded as the ice age of employment. Therefore, in China, to be a teacher has become the students and their parents’ expectation.

  In conclusion, as the reference of PISA and performance of TIMSS is not appropriate. Because the result of performance just presents the developed zones in China, other undeveloped places’performance still puzzled most of the researchers.