本研究旨在探析芬蘭師資培育的課程設計實況，以實地研究、文件分析和半結構訪談等研究方法，了解芬蘭課程設計的法源和定位，課程設計的決定權和發展原則，中小學師資培育課程設計實務和架構。本研究獲致以下結果：1.芬蘭課程設計的法源和定位：(1)法源依據為師資培育發展方案和師資培育法；(2)定位導向是以研究為基礎的專業發展。2.課程設計的決定權和發展原則：(1)決定權由師資培育單位自主設計；(2)發展原則採行研究專業、社會道德和理論與實務為主要原則。3.課程設計實務：(1)設計年限採行學士和碩士二階段5年修讀300學分；(2)結構實務重視學術訓練和教育學研究；(3)學分數計算考量歐盟和歐洲各國互通性。4.課程設計架構：(1)中學師資課程設計架構導向學科專家知識能力；(2)小學師資課程設計架構導向級任教師專家知識能力。本研究最後依據結果與討論，提出結論與建議。

The aim of this study is to explore the curriculum design in Finnish teacher education. Field study, document analysis and semi-structured interviews are used as research methods. The purposes of this research are to explore the curriculum design in Finland in terms of legal sources, position, decision making authority, developmental principles, the practical issues and the framework of Finnish curriculum design in secondary and primary schools. The findings of this research are as following: 1. The legal sources and position of curriculum design in Finland- (1) Teacher Education Development Program and Decree of Teacher Education were the main legal sources. (2) The position of Finnish curriculum design focused on research-based approach of professional development. 2. The decision making authority and developmental principles- (1) The department of teacher education had the highest authority in terms of the curriculum design independently. (2) The main principles of curriculum design were based on professional research, social ethics, and both of theory and practice. 3. The practical issues- (1) Programs conducted via bachelor and master degree based for 5 academic years and 300 ECTS to fulfill the graduation requirements in curriculum design of teacher education. (2) The content of curriculum design stressed the academic discipline and pedagogical studies. (3) The ECTS is considered as the usage of exchange during the EU member states. 4. The framework of Finnish curriculum design- (1) The ccurriculum design framework for secondary school teachers had been developing knowledge capacity of subject experts. (2) The ccurriculum design framework for primary school teachers had been developing knowledge capacity of grade-based experts. The conclusions and suggestions received from this research were provided based on the findings.