根據研究結果，本研究提出以下幾點建議： 一、對於教育實務之建議 （一）我國在教育政策的制定上，應以朝向專業化標準之發展為目標。標準制定過程中，也應從學校、教師或是相關專業人員及相關之利害關係人觀點評析。 （二）本研究透過模糊德懷術彙整專家意見所得之3個面向、8個子面向、25項標準及133項內涵項目，並依照其重要程度依序排列，期望師資培育機構在規劃職前教師培育課程以及教育行政單位在執行教師資格檢定或教師甄試上可作為參考。 二、對於未來研究之建議 （一）研究對象方面：擴大研究對象至職前教師、現職教師、學校校長、家長等利害關係人，以蒐集不同觀點及較為大量之資料。 （二）研究工具方面：增加「專家座談」之方式，廣泛蒐集專家之深入意見，使研究內容更能切合國民小學教師之所需。 （三）研究內容方面：與相關之教育專業團體共同研議，發展「學科導向」的教師專業標準，以增強教師學科教學之專業。 （四）研究過程方面：未來若擴大研究對象的範圍，可進一步分析比較不同對象之差異觀點，以作為師資培育中心進行職前教師課程設計之典範考量。 The purpose of this study is to develop the essential professional standards for beginning teachers of elementary school. The study apply Fuzzy Delphi method to collect consensus opinions of 22 members of experts group.
The conclusions of the research were summarized as follows: 1. The essential professional standards for beginning teachers of elementary school include three dimensions which are professional knowledge, professional skill and professional attitude. The priority of these three dimensions should start with professional attitude, professional knowledge, professional skill. And the essential professional standards should also include eight secondary dimensions, twenty-fifth standards, and one hundred and thirty-three items. 2. According to the important degree sequencing of teacher professional standards, that “ethics” , “teaching ability” and “professional spirit” should be the main focus of the course design of pre-service teacher education or teacher evaluation. And whether ”the ability of administration in school” should be included as one of the beginning teacher''s professional standard will need further investigation. 3. According to the important degree sequencing of the items of teacher professional standards, that “professional attitude” , “professional knowledge” and its related items should be the emphasis of the course design for pre-service teacher education or teacher evaluation.
Suggestions for the educational practice and future research were summarized as follows: 1. For educational practice （1）It is very important for our policy maker to regard the development of professional standards as the priority for reform in teacher education. In addition, during the standard formulation process, it is very essential to collect the relevant suggestions from all related stakeholders. （2）Expectation the teacher professional standards and the important degree sequencing can be the consultation for the teacher education, teacher qualification or teacher evaluation. 2. For future study （1）To expand the scope of research subjects to relevant stakeholders. （2）To conduct ”expert panel discussion” to collect comprehensive experts suggestions extensively. （3）To discuss with the related professional organizations of education to develop the “subject-based” professional standard. （4）To further analyze the differences among the suggestions of different kind of stakeholders.