本研究旨在探討芬蘭的師資培育制度。本研究採用文獻分析法與訪談法，針對芬蘭師資培育制度的培育目標、培育機構、培育課程、師資生遴選等制度的內涵與實施進行研究探索與分析，其研究發現有：
一、以培育具備多元能力之教師為目標；
二、提升至碩士層級的教師資格；
三、控管師資生名額與嚴謹的遴選方式；
四、對教師無正式輔導與評估機制。
　　由以上芬蘭師資培育制度所呈現的內涵，整理其特色為：一、讓「對」的人成為未來教師候選人；二、以完備之課程內容成就未來教師。
　　根據本研究之結果，提出對台灣師資培育制度的建議如下：
一、培育政策宜長遠一貫且具專業性；
二、投注更多的師資教育經費與資源；
三、重視教師的專業與社會地位；
四、重質亦重量的入口與出口管制；
五、彈性調整師資培育課程與有效落實教學實習。

　　This study is aimed at exploring the Finnish Teacher Education on adopting the document analysis and interview methods. This study is mainly focused on the dimensions of the aims of the Finnish Teacher Education, training institutions, training courses and the methods of selecting student teachers, etc. The findings from this study are as follows:
1.To nurture the teachers with multiple abilities;
2.To enhance teacher qualifications to Masters level;
3.Control the quota for student teachers and rigorous selection methods;
4.No formal counseling and evaluation for teachers.
　　This study summarizes the characteristics of the Finnish Teacher Education as below: (1) Let the “right” people be the candidates for future teachers; and (2) The use of complete curriculum to bring achievements on the future teachers.
　　Based on the above conclusions from this study, the main suggestions to the Taiwan Teacher Education are as follows:
1.The long term policy of Teacher Education should be done consistently and professionally;
2.Dedicate more funding and resources for teacher education;
3.The emphasis on teachers' profession and social status;
4.Pay more attention on the entrance and exit of students teacher;
5.Flexibility to adjust the effective implementation of teacher education
curriculum and teaching practices.

第一章　緒論
　第一節　研究背景與研究意識 1
　第二節　研究目的　　 13
　第三節　研究方法與步驟 14
第二章　芬蘭時代背景與師資培育制度發展沿革
　第一節　民族與歷史 24
　第二節　政治與經濟 34
　第三節　社會與文化 42
　第四節　芬蘭教育系統之發展沿革 46
　第五節　芬蘭師資培育制度之發展沿革 62
　第六節　芬蘭學生教育表現 67
　第七節　本章小結 82
第三章　芬蘭師資培育制度與實施
　第一節　師資培育目標 86
　第二節　師資培育機構 91
　第三節　師資培育課程結構 107
　第四節　師資生之遴選 127
　第五節　教師之資格取得、聘任、輔導、評估與在職教育 135
　第六節　師資培育制度評鑑 142
　第七節　教師教育信念之初探 151
　第八節　討論 168
第四章　結論與建議
　第一節　結論 175
　第二節　建議 178
　第三節　研究省思 183
參考文獻
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　二、英文部份 188

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