基於國家人才培育的觀點，高素質教師是健全教育發展與提升學生學習品質的重要關鍵；而建立標準化與專業化的教師標準，將可做為培育未來優秀師資以及控管培育品質的參考。自2016年起，教育部公布《教師專業標準指引》，列出10大專業知能與態度、29項目專業表現指標，做為師資培育、教師甄選、教師進修與專業成長的依據。美國NBPTS、CCSSO、InTAC、NCATE與ETS等機構的合作，也為標準本位的師資培育建立永續發展的品質控管機制，值得臺灣借鏡。本文從標準本位的觀點，探討標準本位的發展與訴求，檢視師資養成的學術觀點與官方專業標準，再從中審視師資培育的品質控管機制，提出可供師資培育政策制定者或培育機構運用的參考建議。

Based on the view of country’s talent cultivation, nothing was more central to student learning than the quality of the teacher. Establishing teacher standards could help teacher education institutes cultivate accomplished teachers and control the quality of initial teachers. In Taiwan, the department of education promulgated ‘Guides for Professional Standards of Teacher’ in 2016. The 10 knowledge, skills and attitudes of accomplished teacher were listed. In America, NBPTS, CCSSO, InTAC, NCATE, and ETS worked together so closely to establish the quality control mechanism of tacher education. This model of operation was worth considering. This article firstly inquired the developments and propositions of standards-based viewpoints. Secondly, the issues about the professional standards and quality control strategies of teacher education were discussed. Finally, feasible suggestions giving insight into teacher preparation institutes and policymaker were described.