本研究以Luhmann自我再製系統理論為基礎來分析師資培育之決策系統，研究中考慮以自我再製四個相互關聯的因素，來探討師資培育決策系統運作上是否具有「以內因為依據，以外因為條件」的特質：一、對內具有運作的封閉性；二、對外具有認知的開放性；三、運作上具有結構的決定性；四、運作上具有環境適應性。本文的目的在藉由不同的詮釋方法對師資培育之決策過程有更深入的瞭解，提供另一種角度之思維來觀察問題。研究結果發現，台灣的師資培育決策無法透過完全開放的過程來形成。有關的政策制定，決策者需仰賴外在因素的驅動，且受利害關係人因素的影響頗深。如Luhmann所說，由系統來界定之環境，在師資培育決策過程中似無法達到。從自我再製系統的觀點來看，目前師資培育之決策過程與自我再製系統之理念也相距甚遠。台灣師資培育政策之形成是外力加以干預而成，並非透過自我再製的過程。

This study applied Niklas Luhmann's theory of self-creation system to explain the policy making of teacher education in Taiwan. We considered the four interrelated factors of the self-creation system, which are sealing of the internal operation, cognition of external openness, operations with structure decision, and operations with environmental adaptability to determine whether the policy making of teacher education in Taiwan has the qualities or not. This study used different interpretation methods for the purpose of better understanding the decision-making process, which was believed to provide a wider perspective on the issue. The results reveal that policies concerning Taiwan's teacher education fail to be formulated through a completely open process. Policymaking process is often driven by external forces, and it is profoundly affected by parties of interests. Policies concerning teacher education in Taiwan fail to be made, using Luhmann's term, in an environment defined by the system. Policy making of teacher education in Taiwan fails to satisfy Luhmann's theory of self-creation system; in fact, it is often driven by external forces.