近年臺灣教育改革中一直呈現對教育專業能力的要求。當教育的過程為自然人成為社會人的過程時，師資培育的過程就必須面對教師個人的情感、慾望，以及教師所應該具有的專業知識與能力。但培養專業教師的過程不應僅是培養技藝性的能力，而更應強調教學與教育專業的基礎在於其道德性質與倫理知識。基於教師的道德敏感度，藉由說明、傾聽與回饋的過程，強化教學作為道德行動的過程與教師發展適當的德行社群的可能。為進一步說明前述之具倫理知識之教師專業倫理之可能，本文藉由強調教學本身即為道德事業的角度切入，並對專業、專業倫理的概念進行探討，指出新專業主義之重要性，並回顧當前臺灣師資培育過程設計中之問題後，進而指出教師專業倫理之發展在師資培育過程中的啟示上包含以下四項：師資培育者應培養師資生的個人信念，因為教師信念影響了他們在教育中所做的深思熟慮判斷；相關課程要確保足夠且真實的實地經驗，因為實地經驗有助於他們體認到理論、實務、自身與教師角色之間的關係；納入道德教育與倫理學的相關課程以供師資生作為反省與檢視自身的資源；培育師資生具有合作的精神與能力，以滿足與增進親、師、生之間的福祉。

Abstract In the recent years, the demand for teacher's professional ability becomes a part of Taiwan educational reform. Teacher education needs to deal with teacher's personal emotion, desire and professional knowledge and ability. The point, not only crafts training but emphasis on educational profession is of ethical nature and ethical knowledge. Based on moral sentiments, and processes of explanations, listens and feedbacks, they underline instruction as moral actions and the possibilities of virtue communities. This paper attempts to defend the possibility of such professional ethics, by arguing: (1) teaching itself as a moral undertaking, (2) the importance of professional ethics, and (3) reviewing the problems of Taiwan teacher education design. Finally, some implications of teacher professional ethics for teacher education are suggested. It includes: (1) the educators should unfold the individual spirits in teacher education students, because spirits influences their deliberate judgments in education processes, (2) it should guarantees enough and true experiences in the courses, because the experiences help them dealing the relationships among theories, practices, selves and teacher roles, (3) it should contain the courses about moral education and ethics, they will be the important resources in reflecting personal experiences in the classrooms and schools, and (4) by cultivating the spirits and abilities of cooperation, the education students could satisfy and foster the well-being of parents, teachers and students.