德國師資培育制度的起源相當早，而且法令制度相當完善。因此，成為歐美先進國家紛紛學習的對象。十九世紀以來的德國師資培育制度的發展，初由類似手工技巧教學實用技術之培養，轉而為1920 年代強調教師人格陶冶教育學院之設立。1960 年代以降，各級學校師資統一於大學培育之要求成為普遍趨勢。到1999 年之後大學設立「師資培育中心」和引進兩個階段學位制度到師資培育中。德國師資培育在招生制度、課程規劃、實習制度和能力檢定等方面相當具有特色，對於我國當前所遭遇到的問題，或許能夠提供有效的解決方法，所以有必要對德國師資培育制度加以探討。本研究主要在探討德國當前的教育制度；分析德國師資培育制度的演變；闡明德國現行的中小學教師培育制度；評價德國中小學教師培育制度的優劣，以提供我國作為師資培育制度改革的參考。

The origin of teacher education system in Germany is very early and its
ordinance system is considerably perfect. Therefore, it became the learning model of European and American country. The development of teacher education system in Germany from 19 century began withcultivation of practical skills about handwork instruction. Than, it change into the establishment of educational college that emphasized cultivation about teacher’s personality in 1920s. The request of Teacher education for all schools integrated in university that became a general trend after 1960s. It builded center for teacher education in university and introduced two stages degree system into teacher education after 1990s. The enroll students system,curriculum plan, practicum system and ability examination of teacher education in Germany has specialcharacter. Maybe it can offer effective solution for current problems in our country. Consequently, it’s necessary to discuss teacher education system for elementary and secondary school in Germany. This Study wants to investigate cultural background, to discuss educational system, to analyze historical change of teacher education system, to clarify teacher education system for elementary and secondary school in Germanycurrently, and to evaluate the advantages and disadvantages of teacher education system for elementary and secondary school in Germany, in order to offer our country as reference for reform of teacher education system.