Based on the importance of systematic introductory education and adaptive support for new teachers, this study analyzed the current status and characteristics of the Standardized Training System for beginning teachers (refer to as the Training System for Beginning Teachers) that was conducted in 2012 by Shanghai of China, and found out the implications for Korea s new teachers education. For this purpose, data were collected through a systematic reviews, field observation and interview related to the Training System for Beginning Teachers in Shanghai. The beginning teachers’ background of introduction and purpose, operating system, operating institution, operation management and operation support were analyzed. The main results of this research are as follows. First, through the Training System for Beginning Teachers the standards of new teacher education are unified and moving toward equal assurance of the quality of education. Second, Training System for Beginning Teachers consists of a network-type structure, which is conducted simultaneously at an appointment school, a training school, and a teacher training institute. Third, the training school that educates training teachers is a kind of ‘PDS(Professional Development School)’, which specializes in training. Fourth, there are various support policies for beginning teachers and mentors. Overall, Training System for Beginning Teachers in Shanghai has a strong personality in its introductory education program focusing on education and support rather than evaluating and screening teachers. Based on these research results, it presented suggestions such as systematic adaptation and growth support, field-centered education, and cooperation between related institutions and schools in the introductory education of new teachers.