本研究探討主題為美國中小學師資檢覈制度在一九九○年以後的發展，研討對象包括州檢覈、變通檢覈和全國教學專業標準檢覈等三類師資檢覈制度。

首先，探討影響美國三類師資檢覈制度的七種背景因素，按著從鉅觀層面，論述三類師資檢覈制度的發展情形和有關議題，並分別建構三類師資檢覈制度的一般模式，另列舉四個州檢覈方案和五個變通檢覈方案，進行個案分析。

此外，由四個層面來比較美國的三類師資檢覈制度，研究者發現有若千異同之處。再從十一個方面綜合比較中美兩國的師資檢覈制度及其背景，結果顯示有三處差異極大。

最後，研究者提出了一個美國師資培育品質管制的完整體系，也建構出我國現行的師資培育品質管制體系和未來發展的可行體系，並就我國師資培育、師資檢覈、在職進修和未來研究等方面，提出若干建議。

The themes of the dissertation were the developments of elementary and secondary school teacher certification systems in America after 1990. State certification, alternative certification and NBPTS certification were the main discussed subjects.

It discussed firstly about seven influential factors for american teacher certification systems. With macro view, the developments and some relative issues about american teacher certification systems were discussed, and some general models for three american teacher certification systems were constructed. On the other side, four programs of state certification and five projects of alternative certification were proposed as case studies.

The researcher found some similarities and differentiations between three teacher certification systems in America. A comparsions about teacher certification systems and social backgrounds between America and Taiwan from eleven aspects, then three large differentiations were found.

Finally, one clear system for american teacher preparation quality control was proposed, one nowaday system of taiwan teacher preparation quality control was also proposed, and a desirable future system for taiwan teacher preparation quality control was constructed. The researcher also made some suggestions for teacher preparation, teacher certification, professional studies on job and future study.