於此研究背景下，本研究以D大學國小教育學程為例，探究其未來發展上之願景。本研究從師資培育之開放背景開始，對非師範體系國小教育學程之出現與影響因素進行瞭解，續採質化深入訪談方式，訪談D大學國小教育學程之教師、學生，以及所培育出之職前教師，瞭解國小教育學程之發展現況，同時探析其於制度層面、專業培育層面之諸多問題，以及瞭解學程發展走向。最後根據以上訪談及所有資料，歸結出D大學教育學程於發展上面臨之困境，以未來學當中之因果層次分析進行對學程發展思維上的突破，規劃未來發展情節與願景，對國小教育學程之師資培育與未來發展方面給予相關建議，希冀教育學程積極把握自身原有的優勢，改革缺失，不論是持續成為師資培育的績優機構，或是成為新興的教育領域相關機構，持續為台灣整體教育環境注入多元化色彩與活力。 Since 1994, teacher education in Taiwan from the single channel transformed into plural. With the approbation of Ministry of Education, normal university was allowed to establish teacher education program. But incorrect policy of teacher education and low birthrate during 12 years caused serious impact of teacher education program, especially in the context of elementary teacher education.
Based on this background, This thesis is a study on the vision of the Elementary Teacher Program of D University. The thesis adopts a qualitative approach to research. Relevant data have been collected from the interview of 4 teachers and 11 students. This thesis presents the situation and professional issues of elementary teacher program of D university. According to these issues and situation, researcher induced 6 difficult positions of Elementary Teacher Program, finally formulated two scenarios and four kinds of Vision of organization development in the future. In the ending of this thesis, researcher provides some suggestions for the teachers of elementary teacher program and further research.