芬蘭小學教育最早可回溯到宗教改革之會，教會對平民大眾可以閱讀聖經的能力需求。1866年公立小學制度建立之後，芬蘭小學教師才有第一所正式的訓練機構：約瓦史庫拉教師訓練專科學校。1934年改制爲約瓦史庫拉教育學院後，形成教師雙軌培育的制度。二次世界大戰後的嬰兒潮威脅芬蘭的師資質與量問題，中央的師資速成訓練或是不合格者的招募，激發教師們群起悍衛自身的專業，抵制不合格與速成方案之教師。1965年綜合學校改革，牽涉師資培育改革，實現師資培育的大學化，跨向專業化發展。納入大學機構後的師資培育，與高等教育之政策與發展密切相關。1979年，根據大學學分改革，廢除學士學位，確立碩士學位爲合格教師的基本條件。教師專業的發展取得大躍進，學術導向的專業培育成爲課程的核心。之後，師資培育的評鑑，變成爲品質確保的重要措施。不管是在90年代，還是加入歐洲高等教育區後，評鑑確實提供芬蘭師資培育許多實務的反思與品質改善的建議，對於芬蘭師資培育品質的提升，助益頗高。

In 1863, the first Primary school teacher education, the Jyväskylä Teacher Training College, was established in Jyväskylä. Later in 1934, it was reformed as Jyväskylä College of Education, taking secondary school graduates as trainees. After world war Ⅱ, the baby boomer caused the problem of teachers' shortage. To solve the problem, the government developed the Crash training programmes, even recruited the unqualified teachers. With feeling threatening, in-service teachers started to pursuit of teaching profession and suggested teacher education should be university level. In 1971, compay with comprehsive education reform, this appeal had came true, qualified teachers needed to ger a bachelor. But later, the general syllabus and Degree Reform in Higher Education made the qualified primary teacher change into a Master's degree. As a result, teacher profession had a big improvement in suddenly. By keeping the quality of teacher education, evaluations were carrying out. And no doubt, evaluations really helped a lot to promote the quality in Finland. Nowadays the research-based approach is the core character of teacher education in Finland and Finnsih teachers are famous for their high quality.