我國師資培育制度走過百年歷史，經歷草創期、師範體系期及多元培育期等四期，而今邁入精進再造期，雖有源自日據時期殖民教育政策、沿用大陸法制，惟歷經改革已然建立本土特色、專業自主的師資培育制度，歸納其為「專業而永續之師資培育制度系統」；然而，制度變革過程呈現過渡期的失衡，而面臨六大挑戰，經作者分析我國師資培育邁入精進再造期，未來倘以「專業而永續之師資培育制度系統」架構、《中華民國師資培育白皮書》為藍圖，將有九項未來展望，屆時，我國師資培育將更具有本土特色、優質而永續的師資培育制度，並可期待我國師資培育制度風華再現，且培育普及之新世代志業良師，再創師資培育提升教育品質、落實保障生受教權的新里程碑。

Our teacher education institution through the centuries, through the embryonic stage, teacher education systemand pluralistic system of cultivation, and now into the sophisticated reconstruction period, although from the colonial education policy during the Japanese occupation, followed continental law, but after the reform already established local characteristics professional autonomy of teacher education system, integrated whole summed up as "professional and sustainable system of teacher education system"; However, the process of institutional change presents transitional imbalance, six major challenges faced by the author into the sophisticated analysis of teacher education into the sophisticated reconstruction period . As to the future, if based on the structure of "teacher education institution, professional and sustainable system" associated with "Republic of China Teacher Education White Paper" as the blueprint for the future prospect that will have a nine. Then, our teacher education training will be full with local characteristics, quality and permanent continuous teacher education institution, and look forward to our institution of which elegance reproduction and nurturing new generations of engaged in vocational mentor, reconstructing a new teacher training to improve the quality of education, and implementing the right to protect the students taught to a new milestone.