本文主要探討二十一世紀越南小學師資職前教育制度，首先，本文討論其四項具體作法，包括：多元機構多元學制、統一考試個別招生、中央集權課程架構和各省獨立甄選師資等。而後再針對這四項具體作法，評析其對越南小學師資素質之影響，從中再整體評析目前越南小學師資所面臨之困境，以及改善之具體優先順序。具體而言，若欲改善目前越南小學教員素質不佳的問題，本文建議應從小學教員社會地位的提升；而後改善師範院校講員教學素質，以及過多政治課程的影響；再者，調整多元機構多元學制規劃中欠缺周全規劃的問題；最後則是建立更公開透明的甄選，以及各省師資交流的制度。而對我國師範教育的啟示，主要在齊一各地師資水準，積極吸引學子投入小學師資課程，持續改進小學師資培育課程，和注意城鄉師資甄選之差距問題。

This paper primarily analyzed the pre-service education for primary school teachers in Vietnam in the 21st century. First, we discussed four specific strategies regarding pre-service education for primary school teachers in Vietnam: (1) multi-institutions and the multi-school systems; (2) a unified examination and individualized admission procedure; (3) a centralized curriculum framework; and (4) the respective teacher's selection from the provinces. Then, this study further analyzed the influence of each specific strategy, the difficulties and the priorities to improve the quality of Vietnam's primary school teachers. Based on our analysis, we suggested four methods that promoted the quality of primary school teachers in Vietnam. The first method should help improve the social status of primary school teachers in Vietnam. The second method should improve the quality of the lecturers at the Teacher's College in Vietnam and eradicate the excessive influence of political courses. The third method must adjust the multi-institutions and multi-school system to avoid any issues arising due to incomplete planning. The fourth and final method must select primary school teachers in an open and transparent manner as well as establishing an exchange system for provincial teachers. As for the inspiration of our study on teacher education in Taiwan is to create uniform teacher standards for each region, actively attract students to participate in courses for primary school teachers, continuously improve training programs for primary school teachers, and pay special attention to the urban-rural disparity of teacher selection.