歐洲為維繫其為世界最大經濟體的地位，宣示要將歐洲打造成「知識歐洲」。1999年「波隆納宣言」（Bologna Declaration）對大學的重新改造及定位，為「知識歐洲」奠定基礎。長久以來，歐洲各國師資培育的結構、修業年限、培育機構各不相同，差異很大，但是受到高等教育結構重整的影響，有漸漸導向共同的趨勢。未來發展呈現中小學師資合流至綜合大學培育、修習層級碩士化、與實務連結的「研究本位」培育派典、學分轉換制度之建立等，並對這些結構面的發展趨勢提出相當的立論基礎。相形之下，我國師資培育的課程模式略嫌混淆不清、夾雜著培育派典與學歷的迷思、教師核心能力不受重視等。我國教育界可能需要對師資培育有大格局的思考，並深思其背後的學理基礎與實務需求的對話，以因應知識經濟的世界及日趨激烈的國際競爭。

Europe has been making great efforts to build up "Europe of knowledge" so as to maintain its status of the world’s largest economy. To achieve the goal, the first step is to promote the restructure of European higher education, which was claimed as "The Bologna Declaration" in 1999. Due to the diversity of cultural and historical context, the structure, the length of preparation and the training institutions of teacher education vary greatly among European countries. However, under the influence of Bologna Declaration, some common trends of European teacher education have gradually emerged. This study intends to investigate the current situation of European teacher education and its future trends, which will highlight theoretical significance and practical implications for further thoughts, especially lessons that could be learned by teacher educators in Taiwan.