師資培育機構與制度的建立，除了教育知識理性原則為基礎之外，也受到不同國家社會文化背景脈絡的影響而產生不同的發展。本文透過系統性文獻分析方法，以楊深坑教授自1989－2016年撰寫師資培育研究文章、獲得科技部研究計畫、編輯專書及其他相關資料，從研究歷年發展和立場的問題，梳理他在師資培育研究上的視野與立場。研究結果說明楊深坑教授是以宏觀歷史時間和區域空間背景為架構、以融合教育專業知識與教學實務經驗為格局、以科學化和系統管理制度為策略、以及朝向建立師資培育理論與教育專業知識體系為目標。楊深坑教授對於師資培育的研究，不僅以深厚哲學認識與社會思想視角理解與洞察制度演變與和創新，同時亦能運用多種語言與國際經驗以掌握各國動態和發展趨勢，從而得以洞悉與融貫各國情境脈絡下，體現迥異型態的師資培育制度背後所隱含的思維與動向，並據以釐清與建構師資培育制度與教師專業知識內容之改革與發展。

The establishment of teacher education systems is not only based on the rational principle of educational knowledge, but also influenced by different social and cultural backgrounds. This article explains the backgrounds, perspectives, viewpoints, and dialectics of Emeritus Professor Yang Shen-Keng's research on teacher education by conducting a systemic literature review from 1989-2016. The philosophy of Professor Yang Shen-Keng's research on teacher education and teacher profession were based on the following: a framework of macro historical development and regional space background; an integrated configuration of professional education knowledge and teaching practice experience; a strategy of scientific and systematic management system, and the goal for establishing teacher education theory and professional education knowledge. Professor Yang Shen-Keng's research on teacher education not only contains profound philosophical and social thinking as the basis for understanding into institutional evolution and innovation, but also applies multiple languages and international experience to provide insights of dynamics and development trends in various countries, so as to integrate the thinking and trends behind the different types of teacher education systems. This led to clarification and construction of the reform and development in teacher education systems and professional knowledge.