本文以新韋伯論中重視階級群體地位意識的社會藩籬概念，透過排他性與集體地位文化特質，探究中小學教師證照制度表徵教師專業集體地位的可行性。證照制度是一種特定群體地位的象徵，具有特定知識與能力得以具有服務專賣權，並與社會交換報酬與心理認同。本文運用建構社會藩籬所需要件，包括資本、交換行為、政府中介、資產維護等，分析我國如欲建構集體教師專業地位，可以運用教師證照制度建立社會藩籬界線，實務上的建議包括：一、取得師資培育與教師證書必須具有難度，以確保證照價值；二、社會藩籬的建立仰賴專業知識與技能的交換，證照必備信用基礎；三、避免證照通膨與緊縮的循環，因有損證照作為象徵專業地位的價值；四、持有教師證書者，必須形塑專業認同，換證與進階證書是具體表徵。

By exploring the exclusion and group status characteristics of the social closure concept in neo-Weberian theory, this study investigated the applicability of the teacher accreditation credential system to represent the group status of the teaching profession. A credential system symbolizes a specific group status, and signifies the possession of particular knowledge and capabilities that enable monopolization of related services, engagement in social exchange, and attainment of psychological approval. The criteria for constructing social closure, including capital, exchange behavior, government mediation, and asset protection, were used to analyze how the Taiwanese teacher credential system can be adopted to formulate a social closure barrier to maintain the group status of domestic teachers. Some practical suggestions are offered, as follows: (1) The government can increase the difficulty of completing teacher education programs and obtaining teacher credential, thereby ensuring the value of teaching credentials. (2) A social closure barrier can be constructed on the basis of the exchange of professional knowledge and skills, establishing the basic credibility of the credential. (3) Cycles of rapid credential inflation and deflation should be prevented because they undermine the value of the credential as a symbol of professionalism. (4) Those who possess teacher credential should shape their professional identity through periodic credential renewal and acquisition of advanced credentials.