聯合國將1995至2004年訂為「人權教育十年」，促使國際社會推動人權教育的重視，希望將世界人權宣言的理念傳散出去，塑造普遍性的人權文化。然而，推動人權教育，必須要有人權教育的師資，如果教師本身對人權教柮一無所知或是一知半解的偏差，推動人權教育無異緣木求魚。因此，本文討論的重點在於人權教柮師資培育的推動，及其面臨之困境。 首先，回顧、檢討人權教育種子教師工作坊的實際經驗；從1998年以「課程與教材發展」為主的工作坊模式，到2001年教育部設立「人權教育委員會」，促進師資培育的多元開展。其次，分析人權教育師資培育面對的困難，其實涉及文化觀念，而在指出人權教育推動並非如水到渠成般自然，而應設法排除推動人權教育的阻礙；建立以人權教育為核心的師資培育組織網絡，以及窅責規劃、執行與推動人權教育的教育行政系統，都是有助於推動人權教育，營造人權文化的可行途徑。

　　　　　To echo the 10-uear period (1995-2004) of the “Decade for Human Rights Education” declared by the United Nations General Assembly in 1994, many countries in the world have developed various education projects and programs. Among the work in promoting human rights education, there is a major concern on teachers and teacher trainers, who are the key persons to facilitate human rights education in schools. Although Taiwan is not the member states of UN, there have been non-governmental organizations (NGOs) and professional groups initiating and supporting human rights education in schools before the Ministry of Education set up a committee on human right education in April 2001. It is the main purpose of this paper to examine teachers’ training and its difficulties over past years. First, summarize and analyze the experience of the workshops and programs on teachers’ training. Second, explore some factors concerning culture and education system, which may influence the effectiveness of teachers’ training and hence affect the efforts on implementing human rights education. It is not to criticize the system and structure of education or to blame teachers only, but it is appropriate to reflect what have been accomplished and then to plan what future steps are needed toward the promise of the human rights agendas.