This study is aimed at exploring the professional ¡§license¡¨ system of primary and secondary school teachers in our country. The main study method adopted in the study is document analysis, primary and secondary school teachers¡¦ professional ¡§license¡¨ system and teachers appointment system are taken as research subject, with additional related administrative rules for accessory explanation; comparative method is also adopted in this study to make a comparison of the accreditation system of primary and secondary school teachers and other domestic professions as well as that of primary and secondary school teachers in U.S.A. The result of teacher professional accreditation system explored in this study is arranged, analyzed and concluded after related studies performed. It¡¦s discovered after the analysis and comparison of documents: 1.There¡¦s distinction lies among certificate, practice license and ¡§license,¡¨ and the said ¡§license¡¨ is different from that of doctor, psychologist, social worker, lawyer and accountant. 2.The government persuades teachers to join the professional ¡§license¡¨ system is meant to solve the problems of wandering and unqualified teachers principally. 3.To perform teacher professional ¡§license¡¨ system, the advantage is complied with social public expectation, but the disadvantage is that it has become the tool for government to regulate and instruct teachers. Suggestions for follow-up researchers: Expect that the follow-up researchers would perform further study and dissertation on the roles and function played by both government and teacher professional organization in promoting primary and secondary school teachers¡¦ professional ¡§license¡¨ system upon the discussion of it in our country, to make the said system more matured and completed and administer to teacher profession promotion.

本研究旨在導入總整課程概念於臺灣中小學師資職前教育，探討國外總整課程之內涵與功能，初步建構臺灣中小學師資職前教育之總整課程，並提出結論與建議，以供未來師資培育大學發展總整課程之參考。 研究方法上，先以文件分析出可行之臺灣中小學職前教育總整課程，接著以專家問卷進行課程的刪修，再利用模糊德菲法探究專家學者對課程具備整合、反思與銜接功能之看法，最後根據專家學者們之共識，完成我國中小學師資職前教育總整課程。根據研究之結果與分析，歸納主要結論如下： 一、中小學師資職前教育總整課程形式包含「實地教學經驗」、「研究計畫」、「專題討論」、「歷程檔案」、「綜合表現與評量」五大類。 二、以實地教學經驗，如「半年教育實習」、「分科／分領域教學實習」、「實踐史懷哲精神教育服務計畫」等，在中小學師資職前教育總整課程之各功能認同度最高。 三、臺灣中小學師資職前教育總整課程依據類型不同，具備總整性存在差異。 最後，本研究根據研究結果，提出相關建議，俾供各師資培育之大學以及後續研究之參考。 / The purpose of this study is to integrate the concept of capstone course to pre-service primary and secondary teacher education in Taiwan. This paper not only explores the connotation and function of the capstone course in pre-service teacher education, but also constructs the capstone course in pre-service teacher education for Taiwan. It also provides conclusions and suggestions for universities that offers teacher training programs to develop their capstone course in the future. The main conclusions follow: 1.The capstone courses of pre-service teacher education include five categories: "field experience", "research project", "seminar", "portfolio", "comprehensive performance and evaluation". 2.The field experience, such as " student teaching", " teaching practicum ", " Schweitzer program " and so on, has the highest capstone function in Taiwan’s pre-service primary and secondary teacher education. 3.The function of capstone course is much different in Taiwan according to varietal types of professional courses and activities of pre-service primary and secondary teacher education. In conclusion, the findings and results in the hope of providing suggestion for the universities that offers teacher training programs and more studies in the future.