本研究では，まず，米国の教員研修と関連が深い教員免許更新制度に着目し，全米各州の更新要件等を分析し，米国における教員研修制度の全米的特徴を整理した。次に，NCLB法制定以後の教員研修政策の動向を明らかにするために，NCLB法における教師の質的向上策や職能成長に関する規定内容を詳細に分析した。さらに，ウィスコンシン州を事例として，同州の教員研修制度の特徴や課題を明らかにした。その結果，同州の教員研修制度の特徴として，次の3点が指摘できる。第1に，同州では，教師個人に職能成長計画を作成させることによって，教師の自主性や主体性を重視した教員研修をおこなっており，資質能力の継続的な向上を目指している点である。第2に，同州で作成された教師スタンダードを基盤にした教員研修制度が構築されている点である。第3に，職能成長計画チームによる検証を制度化し，より効果的な教員研修を目指している点である。一方で，職能成長計画と教師スタンダードの項目との関連において，どのようにしてその項目を達成したかどうかを判断するのかが不明確であるという課題も見られた。 : This paper was first focused on the renewal system of teacher license which is wedded to the training of teachers, analyzing the requirements for renewal, and making clear the institutional characteristics of the teacher training system across America. And then, in order to highlight the trend of the teacher training policy since the legislation of NCLB, detailed analysis was made on the provisions under NCLB Act concerning the teacher quality and professional development. Furthermore, taking the case of Wisconsin, the institutional characteristics as well as issues of the teacher training system of the state were clarified. As the result, the following three characteristics may be pointed out on the state's teacher training system: Firstly, the state implements the teacher training system with a high regard for their autonomy by having them prepare professional development plan individually and independently aiming at enhancing their qualifications and their abilities continuously. Secondly, the state has built its own teacher training system based on the teacher standards prepared by the state. Thirdly, the state has institutionalized the maintenance of the quality and of the professional development plan toward more effective teacher training. On the other hand, there were also challenges in that, in terms of the relation between the professional development plan and the teacher standards, it was not clear on how to determine as to whether the standars have been achieved.