清末民初新疆社会经历着重大变革，其中教育变革成效较为显著，新疆新式教育的发展离不开师范教育的支撑。本文在剖析新疆自古以来教育传统的基础上，主要研究1901年至1928年新疆师范教育发展概况。新疆地处偏远，交通不便，传统教育观念根深蒂固，但新疆又是中外交流的窗口，政局跌宕起伏，文化交流频繁，教育易受外界影响。1901年清政府实行新政，废科举，兴学校，新疆积极响应，纷纷创立新式学堂，师资力量的紧缺使当局认识到发展师范教育的重要性。新疆师范教育起步于清末设立的省立初级师范学堂，相继设立省立实业教员讲习所、少数民族师范学堂等，为各地培养了一批教育人才。民初内忧外患，杨增新将巩固自己的统治地位置于首位，教育经费骤然减少，新疆师范教育出现了停滞甚至倒退的现象，师范学校讲习班有限的办学规模根本无法满足各地的师资需求。清末民初师范教育在摸索中缓慢发展，为新疆师范教育发展提供了框架，奠定了基础，指明了方向。

During the late Qing Dynasty and the early Republic of China, Xinjiang underwent major reforms among which the educational reform made significant achievements. Xinjiang’s modern education cannot be developed without the support of pedagogical education. On the basis of analyzing the educational tradition in Xinjiang, this paper focuses on the development of the pedagogical education in Xinjiang during 1901-1928. Xinjiang is located in the remote region with inconvenient transportation and deep-rooted mindset of traditional education. Meanwhile, Xinjiang is also the window of exchange between China and other countries, therefore its education is susceptible to external influence such as unstable political situation and frequent cultural exchanges. In 1901, the Qing government implemented the New Policy to abolish imperial examinations and set up schools. Xinjiang responded to the policies actively and established new-style schools. The shortage of teachers made the authorities realize the importance of developing pedagogical education. Xinjiang’s pedagogical education started from the junior provincial normal schools established in the late Qing Dynasty and was followed by the establishment of provincial institutes for cadet teachers and normal schools for minorities, which had trained a lot of education talents. In the early Republic times, Xinjiang was faced with internal and external challenges, while governor Yang Zengxin focused more on consolidating his ruling and sharply reduced the spending on education, causing a standstill or even retrogresses of the pedagogical education in Xinjiang. The limited size of the normal school workshops could not meet the demand for teachers across the region. The pedagogical education fumbled ahead during this period of time, providing the framework, foundation and direction for the development of pedagogical education in Xinjiang.