This paper aims to clarify how teachers' expertise is discussed in local assemblies.

As observed in discussions about teacher expertise, there has been critical opinion about the professional duty of teachers. The local assembly councilor is an elected officer similar to the mayor. This means that they are answerable to citizens in the local government. The local assembly is based on local autonomy law, and so the assembly councilor must be chosen by election.

Accordingly, the municipal councilor's election ward operates in a multimember constituent electoral system for the whole municipality. Under this electoral system, it is necessary for complaints to be made about any differences by candidates with similar claims, and it should also be pointed out that this limits the possibility of collaboration after the election. Significantly, it is notable that differences of opinion are less likely to occur regarding educational policies.

With this in mind, this paper considers how teacher expertise was discussed focusing on the assembly of the city designated by ordinance. The city designated by ordinance holds the authority to manage its own teacher personnel. This approach is the most suitable for observation. Specifically, 14 cities designated by ordinance were accessed in the web-based Hansard House of Assembly, and their extracted discussions on the expertise of teachers were used in this research.

As a result, it is suggested that there are few remarks about teachers, and there are few discussions on their expertise. In the aforementioned analysis of Hansard, it is also observed that when there were cases of a teacher involved in an accident at the time, the remarks then increased, and the number of remarks increased or decreased according to the level of interest of individual councilors.

Furthermore, some councilors appear to have deepened their expert knowledge on education and ask questions requiring a level of expertise. Although it is thought that high-level professional remarks are the result of actions based on some profits, this finding should not be seen as negative. One reason for consideration is that procuring democratic legitimacy for educational policy demands intervention from highly knowledgeable councilors.

本ノートは、保育職を目指す学生が、その専門的知識を支える市民的教養として身につけておくべき日本国憲法に関する知識のうち、統治論に関する基礎知識を概説するものである。その際、国民主権、近代選挙の基本原則、参政権、選挙制度、平和主義、三権分立、地方自治、違憲審査制、憲法改正等を主要なトピックとして取り上げ、重点的に解説を加えた。