本論文從歷史制度論的觀點，分析歷史脈絡中師資培育制度的變遷過程。探討行動者處於既有制度所侷限的範圍內，如何在關鍵時刻，選擇特定的政策或方案，造成師資培育制度的變遷。 回顧我國師資培育政策的演變，1979年公布「師範教育法」後，呈現一元封閉的發展，但1994年制定「師資培育法」，轉為多元開放的模式，是師資培育制度的第一次重大轉折；然而2002年再次修正「師資培育法」，改為多元緊縮的機制，師資培育制度面臨第二次重大轉折；進而在2004年公布「師資培育數量規劃方案」，提出縮減師資培育數量的具體數字與推行時程。我國的師資培育制度為何呈現如此路徑的轉變呢？什麼因素的影響促使制度產生轉變呢？因此本論文根據歷史制度論的論述，分析制度與行動者在上述三個階段中的交互作用，如何產生制度的轉變。 研究發現師資培育制度無法一直維持既有的運作形式，隨者時空的轉換，制度內部或外在環境產生的改變會使制度發展陷入危機。例如促使師範教育法改變的是外生動因；引發師資培育法修正的是內生動因；造成新師資培育法產生局部改變的是外生動因。行動者因此運用機會和權力不對稱的關係展開行動，終於在關鍵轉捩點，造成師資培育制度的改變。 This discourse analyses the changing process of teacher education institution in the historical track by the viewpoint of historical institutionalism. And it finds out the agents who in the constrained region of the original institution, how would they select the particular policy or formula at the critical juncture, leading to the change of teacher education institution. Look back on the transmutation of teacher education policy, after declaring“Teacher Training Education Act”in 1979, it assumed uniform and closed development. But it changes to a diversified and open mode when it constituted“Teacher Education Act”in 1994. This was the first significant conversion of teacher education institution. However, it became open and constrictive mode when it amended“Teacher Education Act”again in 2002. The teacher education institution faced the second important conversion. Furthermore, it declared“The Formula for Planning Educational Amounts of Teacher”in 2004, and alleged to decrease the concrete number and effectuated schedule of the amount of teacher education. Why it assumed the transfer of path in our teacher education institution？ What is the effect of factors brought about the institution change? Hence, this discourse according to the description of historical institutionalism analyses the interaction of institution and agent in the above-mentioned stages, and how to create the change of institution. The research found that teacher education institution couldn’t maintain the original form. With the transition of time and space, the change of the interior institution or the exterior environment would let the institutional development come to a crisis. For example, it is the exogenous motive to change Teacher Training Education Act. It is the endogenous motive to amend Teacher Education Act. And it is the exogenous motives to change New Teacher Education Act locally. Therefore, the agents use the chance and asymmetries of power to act. Finally they cause the change of teacher education institution at the critical juncture.
