In Japan, the complexity of the teaching profession has been downplayed in the course of repeated systemic reforms, wherein the profession is increasingly viewed as a technical operation. In response to this trend, the concept of "reflective practitioner" (Schön, D. A.) has been proposed as a counterpoint. While it has influenced the discussion of teacher education reform thereafter, it has also been coopted into what Gert Biesta calls "learnification" of teacher education. This paper outlines the trends and debates of teacher education reform in Japan and discusses ways to avoid the "learnification" of teacher education. This paper speaks directly to Item No. 1 of the 8 challenges put forward by the APJTE editors, which concerns the redefinition of teaching "as a technical operation aimed at the effective production of measurable learning outcomes" and its implications for teacher agency, identity and professionalism. It uses Japan as a case to depict the situation in which the trivialisation of teaching into a technical operation and the de-professionalisation of the teaching profession are proceeding not only through the action of educational policy but also through the interaction with discourses that are intended to criticise it.