芬蘭為世界教育之模範生，其各階段教育發展舉世聞名；然而，同為培育芬蘭高素質教師的幼教師資培育階段則較少被探究。故本研究之目的為探究芬蘭幼教師資培育之內涵，透過文獻探究與實地觀察訪談的方式進行資料蒐集，期盼能藉本研究由巨觀至微觀的探究歷程，提供國內、外進行學前或其他階段師資培育時之參考。研究之主要發現有二：首先，在社會背景尊重教師文化、政府對於幼教的重視及師資培育品質的堅持之下，型塑幼教師培發展的良好基礎。其次，培育單位擁有一定的課程規劃自主權，同時搭配其以公立為主的幼兒園特性，使得幼教師資從培育到就業無落差的狀況之下，規劃出適合師資生學習以及結合社會脈動的課程。在社會脈絡尊重、政府政策支持以及師資培育追求專業自主的條件之下，系統性地成就芬蘭高素質的幼教師資培育。

Finland is well known for its high-achieving performance in education. Having teachers of high quality has been a key to the success for the Finns. Although teacher education in Finland has been often discussed on many academic stages, there has not been as much scrutiny of early childhood education and care (ECEC). The purpose of this study is to shine a spotlight on ECEC in Finland through literature review and data collection methods such as interviews and observations. The principal findings are that the high esteem of the teaching profession in Finnish society alongside the full support of the Finnish government creates a strong motivational force that is the cornerstone ofthe foundation of teacher education in Finland. Furthermore, the ECEC teacher education curriculum is flexible enough to meet the needs of student teachers in different training departments. In addition, day cares in Finland are funded by the government in accordance with ECEC policy and curriculum guidelines. This eliminates any possibility of a gap between the needs of teachers and teacher education. High quality ECEC teacher education in Finland is formed systematically with an atmosphere of social esteem, government support and the motivation of teachers to achieve professional development.