為促進教師專業發展，1998至2007年前後，我國許多學者曾企圖嘗試建立教師的進階制度，但由於當時的社會氛圍尚未成熟，這些學者的努力始終停留在倡議階段。為了突破這個現狀與瓶頸，研究者試圖探討日、美、中三個國家推動建立進階或認證的作法，分析其成功之處，也探討其挫折的地方，以收他山之石可以攻錯的價值。綜合歸納並考量我國的社會現狀後，研究者建議我國可以採用「分進策略」逐步推動相關的措施或制度，以減少推動的阻力，最後建構出一個整合教師進階與教師認證的「教師進階認證制度」。具體步驟為：首先，我國可以建立初任教師的執照及導入制度，以減少阻礙和衝擊。其次，我國可以推動建立教學輔導教師認證制度，發揮輔導初任教師的功能。再者，我國可以開始推動建立在職教師執照及更新制度。此「教師進階認證制度」可避免教師分級制形成教師過度區隔的缺陷，實質上達成促進教師專業發展和教師生涯進階的功能，如此，將更有助於我國教師逐步邁向專業化。

In order to promote teachers’ professional development, many scholars in Taiwan attempted to establish the regulations of “teacher career ladder” from 1998 to 2007. However, their endeavor and attempts remained as proposals because of immature social climate. For the purpose of breaking through this status quo and bottleneck, the researchers of this paper strove to inquire into the means of establishing the regulations of teacher career ladder or teacher certification in Japan, the United States, and China by way of not only analyzing their successes but also examining their setbacks. To reduce the resistance of implementation, the researchers proposed a “progressive strategy” to establish relevant regulations gradually and integrate them into a “teacher-career-laddercertification system” for Taiwan. The beginning teachers’ license and induction regulations might be established first in order to reduce the impact. Meanwhile, mentoring teachers’ certification regulations could be established in order to serve as mentoring teachers for the beginning teachers. The in-service teachers’ license and license renewal regulations could be established as a next step. This “teacher-careerladder- certification system” could avoid the drawback of over-segmentation caused by traditional teacher-rating system and essentially achieve the function of promoting teachers’ professional development and teachers’ career ladder. It is hoped that this system could facilitate the gradual professionalization of teachers in Taiwan.