<Special 1: Understanding the Evolving Concept of Educational Profession>A Historical Development of Theories concerning Collective Professional Autonomy of Teachers in Japan : Towards Professionalisation of Teachers

The aim of this study is to trace a historical development of theories arguing teachers as a profession should collectivery regulate themselves as well as the government. The sprout f the thought can be found in the policy of the Ministry of Education (MoE) and the labour movement of teachers in the early post-World War II period. Whilst the ILO/UNESCO Recommendation concerning the Status of Teachers (1966), influenced by M. Lieberman, urged a few researchers to explore such theories, these theories have not sufficiently been developed in Japan. Since there had been the intensive conflict between MoE and teachers, and an education law principle restricting activities of MoE to laying the conditions, teachers and academic circles were not willing to be involved in making educational policies