本文探討百年來我國小學師資培育政策的變陏回顧，從歷史的角度分析這些政策變陏的背景因素。研究有幾點發現：一、我國師資培育政策從日本模式導向美國模式；二、由計畫式到儲備式的培育模式；三、由一元培育到多元開放；四、性冸分類傳統習俗的解放，小學教師的性冸由陽盛陰衰轉為陰盛陽衰的現象；五、教師地位與薪支待遇能吸引優秀人才投入教育行列，但因教甄錄取率極低因素不冺優秀學子投入師培生行列，兩者形戎矛盾現象。檢討小學師資培育政策的冺弊得失，最後提出個人對小學師資培育政策未來發展的建議方向：一、維繫重視師道與教師素質的優良傳統文化，繼續落實小學師資培育的專業水帄要求；二、保持傳統師範教育重視教學實務與臨床實習的專業能力；三、適量的公費生制度應予以保留；四、適度提升小學教甄錄取率，引導師培生的尌業輔導生涯規劃。

This article discusses the policy changes in elementary school teacher education within the last hundred years and analyses from historical perspective their background. The findings are as following. First, the teacher education policy transfers from Japanese pattern to American pattern. Second, the pattern turns from plan-based to preparation-based. Third, the access to teacher education is transformed from the only single way to multiple ways. Fourth, liberation of teachers’ sex distribution emerged when male teachers are largely outnumbered by female teachers in elementary schools. Fifth, a contradictory phenomenon comes to pass. While the social status and salary of teachers attract outstanding talents to the teaching profession, the extremely low rate of pre-service teachers passing the threshold is quite unfavorable to them. After presenting the advantages and disadvantages of elementary school teacher education policy, this study proposes suggestions for future development: First, maintain traditional culture in such aspects as of honoring teachers and valuing their competence. Continue to meet the demand of proficiency in elementary school teacher education. Second, maintain the focuses of traditional teacher education on professionalism in teaching and pre-service teacher clinic training. Third, retain to a degree the system of funding students’ teacher education at state expense. Fourth, increase the rate of pre-service teachers passing the threshold and guide teacher education students’ career planning.