A discussion is presented on the education of Japanese teachers, their roles in the schools, and proposed reforms in their education. In describing the pre-World War II background of teacher education in Japan, three ideological forces are discussed: Western thought that impacted upon early Meiji reforms, Confucianism, and nationalism. Western influences were once again predominant in the post-war period. The development of preservice and inservice education since 1945 is traced and patterns of change in curriculum and entry into the profession are noted. Particular emphasis is placed upon the role of the teacher in Japanese schools and society, and the cultural and moral values and expectations that shape them. In considering proposals to reform teacher education, it is pointed out that two factors are most significant in the current reform movement. One is economic, the other social, but both are integral to the political concerns of the Japanese government. Sixty-two endnotes are provided. (JD)