| Summary: | Abstract The purpose of this paper is to describe the historical development of science teacher education in pre-service and in-service education in Japan with a focus on the systemic changes and teachers’ professional learning culture. The characteristics of science teacher education generally are elucidated through an analysis of the system and professional culture across time in Japan. There is a conflict regarding the integration and balance between pedagogical and content knowledge across the world. The author identified this problem as a historical and socio-cultural aporia regarding the ideal model of secondary school science teachers. In the study’s conclusion, the author argues, based on the historical and international perspectives, that we should not ignore science teachers’ traditionally accumulated wisdom and expertise, and that it is critical to identify the role that the professional learning community plays role in aiding prospective teachers to become expert science teachers.
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