隨著近年來各界對於高等教育教學品質的重視，各國大學開始設置長期性的高等教育教學訓練課程，以提升教師教學能力，對於完成課程修習的教師授予高等教育教學認證，甚至將此教學認證視為教師聘任和升等的基本條件。此類課程由英國最早開始推行，近年來其他國家有越來越普遍的趨勢，澳洲、紐西蘭等國之大學皆開設有此類型的教師教學訓練課程。本研究主要目的在了解澳洲與紐西蘭高等教育教學認證課程的做法以供我國參考。首先說明高等教育教學認證課程之內涵與相關研究，探討澳洲與紐西蘭對於高等教育教學發展之相關政策，並以英國時報增刊世界大學排名為依據，選取於大洋洲排名前八所澳洲和紐西蘭的大學做為研究樣本，分析其所開設高等教育教學認證課程之課程目標與修業規定、課程內容、課程類型、評量方式、完成課程之益處、初階及進階課程，研究結果除對澳洲和紐西蘭大學的高等教育教學認證課程的實施方式與課程內容有初步了解外，亦分析於我國實施高等教育教學認證課程之可行性，最後提出澳洲與紐西蘭做法可茲借鏡之處以供我國規劃高等教育教學發展政策之參考。
Over the last decade, there has been an emphasis placed on higher education with a focus on teaching excellence and student learning outcomes. Some countries began to implement professional development programs to assist in developing teaching methodology. Teachers who have completed the programs would be awarded teaching certificate. Some countries use this certificate as a necessary condition for teacher probation, evaluation and promotion. These programs began in the United Kingdom and have gained in worldwide popularity recently. Nowadays, the universities in Australia, New Zealand, Singapore and Hong Kong offer these teaching training programs to their teachers. The purpose of this research is to explore the graduate certificate programs in learning and teaching in higher education in Australia and New Zealand. To achieve this purpose, the aims, content, curriculum and assessment of the programs in the top eight higher education universities in Australia and New Zealand were analyzed. Some suggestions for developing the teaching professionalism of teachers in higher education in Taiwan were proposed based on the results of the analysis.
