進入21世紀的今日，日本教師教育政策面臨最重大的挑戰。而其主要理由不僅是因為「教育荒廢」而已，更因為在高度經濟成長期以後，日本社會整體產生了重大變化，例如「自由業者」及非正規雇用者之增加；以及因為班級崩壞所產生的「自學習逃走」的各種學生學習問題；另因教育產業的擴大，導致公共教育地位低落等背景。而在這教育改革背景下，將責任回到教師培育，即「提升教師素質」的議題成為重要的政策之一。 日本這一波的教育改革，乃在內閣主導的新自由主義改革主軸下，進行包括教師教育改革的各種教育改革，2004 年開始由中央教育審議會審議有關「今後教師養成及證照制度之應有做法」，2006 年提出最後報告，強調有關「培養課程水準提升」、「教職專業研究所」及「導入教師證照更新制」等三大政策，2008 年教育再生會議也提出建議，自此日本教師教育政策改革將進入新的重大階段，本文以文獻分析方式，探討日本教師教育政策改革之具體理念及政策，以及與新自由主義意識形態之關係。

Today, in the 21st century, Japanese education policy is facing its greatest challenge. The major reason is not only the devastation of education, but also a problem of society change in Japan after its long-term high economy development. The whole Japanese society has changed tremendously. for instance; the increasing “unemployment” and “non-regular employment”. The collapse of the class system caused all kinds of student learning problems, such as “absenteeism”. Furthermore, the expansion of the education industry lowered the social position of public education. Under these circumstances, the improvement of teacher’s quality becomes one of most important policy issues. The innovation of Japanese education is being constructed under neo-liberalism principles which include various kinds of teacher education reforms. In 2004, the central education council considered the policy of “certification system and teacher cultivation”. The final report of the central education council of 2006 focused on “improving the level of the curriculum”, “professional graduate schools” and “revising the teacher certification”. Document analysis was used in this paper. The research results have significant reference value for impacting teacher education in Taiwan.