臺灣的師資培育經過漫長而變動激烈的改革歷程，在學術界與實務界莫不引起熱烈的論辯；不論結果為何，歷史無法重現，改革無法盡如人意，然而後續的現場衝擊與理論建構，以及教學基層所衍生的種種效應，往往與政策規劃的美意出現落差。 本文除了探討臺灣師資培育制度的內涵，主要透過2009年教育部優質師資培育計畫的美國密西根州立大學（Michigan State University）、威斯康辛大學麥迪遜分校（University of Wisconsin-Madison）、貝洛伊學院（Beloit College）參訪，輔以臺灣小學的師資培育評鑑經驗，提出對於美國師資培育底蘊精神的分析，藉此關照臺灣在師資培育制度建構上的穩健與反省必要性，同時對於「優質」的本質，進行核心概念與配套措施的探析。

There have been long and turbulent transformations for teacher education in Taiwan. Both academia and practice are involved in widespread debates. History can’t be rebuilt. No matter what the results are, reforms cannot always satisfy people. However, the subsequent impacts and theory constructions, plus various effects derived from classrooms, demonstrate a huge gap with the benign policy planning. This article tries to explore the content of teacher education in Taiwan. It focuses on the 2009 Quality Teacher Education Project, MOE－visits to Michigan State University, University of Wisconsin-Madison, and Beloit College, and the Taiwan teacher education evaluations. Analysis regarding the nature of American quality teacher education is presented, so to emphasize the essential soundness and reflection for Taiwan teacher education system construction. For the nature of "quality", its core concepts and related practices are provided as well.