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效法的對象。十九世紀以來的德國師資培育制度的發展，最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的教育學院之設立。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。德國師資培育在機構設置、學位制度、遴選輔導、課程規劃和認可制度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，所以本研究採用文件分析法，首先進行當前德國師資培育政策與改革方案的探討，其次評價當前德國師資培育政策與改革方案的優劣得失，最後闡述其對我國師資培育的重要啟示，以提供我國作為制定師資培育政策和進行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. Then, it changed 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 build center for teacher education in university and introduced two stages degree system into teacher education after 1990s. Theestablishment of institute, academic degree system, selection and guidance of student, curriculum planning and approved system for teacher education has special character in Germany. Maybe it can offer effective solution for current problems in our country. Consequently,this Study first adapts document-analysis method to investigate current policies and reform projects of teacher education in Germany. Secondly, to evaluate advantages and disadvantages about current policies and reform projects of teacher education in Germany. Finally, to explain the important implications about these policies and reform projects of teacher education in Germany, in order to offer our country as reference for making policy of teacher education and reform of teacher education system.