本研究主要是探究1965年後芬蘭中小學師資培育的演變、芬蘭中小學師資培育碩士 化制度的內涵與最新師資培育發展趨勢。本研究目的有四：一、探究芬蘭中小學師資培育 碩士化制度演變與內涵；二、分析芬蘭中小學師資培育碩士化制度之成功因素與配套措 施；三、瞭解芬蘭中小學師資培育政策之最新發展；四、根據以上研究結果，提出芬蘭中 小學師資培育制度與政策給我國的啓示。本研究方法與策略採取質性研究的無結構式訪 談法，研究時程長達一年，訪談對象包括赫爾辛基大學教育應用科學系與附屬師範學校教 授，並進行檔案蒐集與文獻分析，研究過程首先蒐集1965年後芬蘭中小學師資培育演變 的相關官方檔案與學術論述，爾後再進行個訪與文件蒐集，所有訪談內容皆採匿名處理， 並採取互惠互重，以維護研究倫理，且運用三角檢證以確認研究的信、效度，本研究範圍 以芬蘭官方報告書與文件、芬蘭學者研究爲主，並以芬蘭中小學正式教育的師資培育爲範 晴，但不包括特殊教育、技職教育、成人教育與社區教育部分師資培育等。
本研究首先探討芬蘭1965〜2010年中小學師資培育制度的演變，並進一步分析芬蘭 中小學師資培育碩士化制度內容，包括教育理念與目標層面、甄選與管理層面、課程規劃 層面、教育實習制度層面、考試評量與就業層面等；二、分析芬蘭中小學師資培育碩士化 制度之內外在成功因素；三、探究芬蘭中小學師資培育政策之最新發展，包括教師繼續教 育、教師評鑑與師資培育評鑑、國際教育師資培育計畫、教師科技教育等；最後，提出芬 蘭中小學師資培育制度與政策給我國的啓示。

This study mainly explored the evolution and content of Finnish primary and secondary school teacher education from 1965, the evolution of the master’s degree system in Finnish teacher education, and the latest developments in Finnish teacher education policy. The purposes of the study were as follows. First, the researchers examined the evolution and content of the Finnish primary and secondary school teacher education from 1965. Second, we examined the reasons for the successful evolution of the master’s degree system of Finnish primary and secondary school teachers. Third, we introduced the latest development in Finnish teacher education policy. Finally, based on the conclusions, we provided some suggestions on primary and secondary school teacher education to our educational administrators, scholars, and educators.
The qualitative approach was adopted. The conclusions and suggestions were as follows:
1.The evolution of Finnish teacher education from 1965 to 2010. 2.The content of the Master’s degree system of Finnish teacher education, including the objectives and characteristics of teacher education, the audition and management methods, the curriculum designs, the teaching practicum system, and the evaluation of teacher education. 3.The latest developments in Finnish teacher education included continuing education, the evaluation of teachers and teacher education, international teacher education programs, vocational and special teacher education, and “Information and Communication Technology” (ICT). 4. Some suggestions for our educational administrators were given.