The purpose of this paper is to clarify the systematization of the teacher training system led by the Okinawa Teachers Association from 1958 to the early 1960s. Accordingly, government documents and reports from the Conference on Educational Research in Okinawa (1950s- 1960s) were analyzed. 　　 The findings of this study follow. First, the Courses of Study and Teacher Consultant Program for the Ryukyus affected teacher training in each school. During the period studied, the Okinawa Teachers’ Association and the government of the Ryukyu Islands established a collaborative relationship. Jointly, they discussed and implemented policies for in-school teacher training. 　　 Second, in Okinawa, the systematization of in-school teacher training was designed to work with the Conference on Educational Research. Thus, the conference’s policy directly affected in-school teacher training. At the 6th Conference, the Okinawa Teachers Association attempted to systematize in-school teacher training by founding clubs. By the 7th Conference, founding clubs had spread to most districts. At the 8th Conference, the Okinawa Teachers Association adopted systematization methods that linked school curriculums with conference content and established common themes for the conference. These processes reinforced the policy of systematizing in-school teacher training.

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The purpose of this paper is to clarify the systematization process of the teacher training system led by the Okinawa Teachers Association in the 1950s as the germination term.

For this purpose, this study consists of analysis reports, memoirs and the Journal of the Conference on Educational Research in 1950s' Okinawa.

The findings of this study are as follows:

Firstly, in Okinawa, systematization of in-school teacher training was driven by the Conference on Educational Research in 1954. And it became clear that the systematization was composed of 3 steps — equipping the research organization at each school, stating research policy and dispersing results—. In that process, each school's practice was shared throughout Okinawa. In addition, the way of systematization emphasized the autonomy of each teacher, school and district.

Secondly, in each district as of 1954, there remained diversity in the names, methods and contents of in-school teacher training. Therefore, building systems of in-school teacher training at that time encouraged research activities to adapt to each community's circumstances.

As described above, in 1950s' Okinawa, teacher training at each school was composed to work with the Conference on Educational Research. So, it is clear that the conference's policy affected in-school teacher training directly.

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 本稿は、アメリカ統治下の沖縄に対し文部省が学校教員の研修指導者として委員を派遣した沖縄派遣教育指導委員制度について、その発端となる1950年代後半から沖縄の本土復帰（1972年）までを対象時期とし、とくに制度の形成変容の節目となる制度の発足（1959年度）、第2年目の派遣（1960年度）、中断を挟んでの再開（1962年度）に注目し、日本政府、米国民政府、琉球政府の三者関係に留意しながら、その制度展開を明らかにしたものである。

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The purpose of this paper is to consider the meaning of changes in the discourse on “Okinawa Problem” before and after the “Return” on the basis of a case study of the National Conference for Educational Research (NCER). This is done in the context of questioning the idea of “postwar”. This research is based on reports from 1966 to 1978 of the NCER by an agency of the Japan Teachers' Union. This paper demonstrates changes in the discourse on “Okinawa Problem” by the “Return”. To study discussions at the NCER chronologically, this paper aims to describe interactions with “Hondo” and Okinawa and to approach to the trait of influence of Power in discourse. I reexamine the “postwar” by giving attention to the voices of Okinawa that was structurally suppressed during the cold war.

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  Precedence research considers consistently that the Council for the Reversion of Okinawa Prefecture to the Fatherland (CROPF) is leftist forces. But, in fact, early CROPF avoided confrontation with the Okinawa conservative forces, and performed nonpartisan movement. Okinawa Teachers Association (OTA) which was the center of CROPF also held cooperative relations with an education office and the Okinawa conservative forces. OTA was not opposed to twin education bills itself, and required the improvement about the regulation side. Since the school staff's election campaign activated around 1965, the Conservative Party feared change of power. The Conservative Party tried to legislate the bills for restricting a teacher's political activity forcibly. CROPF was extensively opposed to the Okinawa conservative forces, and the bills turned into a rejected bill. Thereby, an Antagonistic Conservative-Progressive Axis centering on the security and the base problem in Okinawa was established, and nonpartisan movement disappeared.

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沖縄で1954 年度から60 年度に適用された基準教育課程の国語科と社会科を中心に分析し，1950 年代の沖縄において図書館および図書館資料が教育課程でどのような位置にあったかを検討した。国語科試案では読書や図書館利用計画がカリキュラム化され，社会科試案では事典，統計，新聞，地図など多様な資料を使う問題解決学習が設定されていた。学校図書館法の無いなか，1955 年度の琉球政府文教予算では“資本”としての図書購入費用が計上されていた。1957 年の社会科改訂においても読書活動，問題解決学習，資料を活用する単元，自発的学習のための図書館活用方針は継続され，文部省の指導要領改訂とは異なる動きをみせていた。学校以外の“図書館”施設には必然的に琉米文化会館が含まれることから，図書館の活用教育が文化政策に絡めとられる構造にあったことが推察された。本研究の過程で基準教育課程各教科編の現存を確認した。

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