本研究是以師資培育法為政策文本分析之焦點，探究我國自民國68年至民國91年期間師資培育法之政策意涵及其轉變。文中除了對於政策文辭分析之意義與方式加以闡釋外，研究結果並指出我國近年的師資培育法曾有兩次重大的修正：首次為民國83年的修法，修正後的師資培育法呈現出分權化、彈性和限制的政策性質；第二次關鍵性的修法發生在民國91年，師資培育法出現集權化、選擇、明確化和簡化的政策性質轉變。

　　　　　The purpose of this paper focusing on Teacher Education Law in Taiwan is to explore the policy meanings and policy changes of the law from 1979 to 2002 by the method of policy textual analysis. To begin with, this paper explains the significance of textual analysis and illustrates the method of this policy research approach. Afterward, the author applies the method of textual analysis to the texts of teacher education policy. The results of this exploration point out that there were two important amendments to the Teacher Education Law during this period. First one established in 1994 appeared the policy properties: decentralization, flexibility, and restriction. In the second place, the Teacher Education Law emerged the distinguishing features: centralization, choice, clear and signification in 2002.