芬蘭優秀又均質的教育表現受到國際矚目，師資培育制度被認為是重要因 素之一。在讚美、模仿或批評芬蘭師資培育制度之前，應先探討芬蘭師資培育 制度的特色及其所蘊涵的師資培育專業理念，方能根據此反省我國師資培育的 優劣勢及可改進的方向。本文採個案研究取徑，研究者親赴芬蘭郝爾辛基及土 庫兩都市，歷時七天訪問12 位教育研究與實務人員，瞭解芬蘭師資培育制度 現況及其設計理念與運作方式，再綜合文獻分析、文件分析與訪談資料，根據 研究主題進行分析，探討芬蘭師資培育制度的特色及其植基的師資培育專業理 念。處理面向包括師資培育制度的現況與發展、師資生甄選、師資培育課程、 與教育實習。研究發現芬蘭師資培育的核心理念是專業導向、智識績效責任導 向、志業導向，與臺灣師資培育重多元化、市場化、職業訓練的取向有根本差 異。最後並提出對臺灣師資培育改革的建議。

Finnish education is praised for its high quality and commitment to equality and its teacher education is considered as one of the driving forces for its educational success. Through a comprehensive literature review and document analysis, the authors examined Finnish teacher education system, the recruitment of teacher students, its teacher education program, and teaching practice. In addition, the researchers visited Helsinki and Turku and interviewed 12 researchers and practitioners to investigate the features and rationales behind Finnish teacher education. Strong professionalism, its emphasis on intelligent accountability, career-oriented rather than job-oriented perspective towards teaching are the main features characterizing Finnish teacher education. On the contrary, Taiwan’s teacher education system emphasizes diversification, marketization, and vocational training. Implications of the differences are discussed.