The purpose of this study is to analyze the characteristics of the probationary teacher system in the UK and Germany and to obtain useful implications for the introduction and operation of the probationary teacher system in Korea in the future. To achieve this purpose, the UK and Germany's probationary teacher system was compared and analyzed at the normative, structural, constructive, and technical level using Coopers’multiple policy analysis model. The research results are as follows. First, at the normative level, the purpose of introducing the probationary teacher system in the UK and Germany was to 'strengthen the professionalism of probationary teachers' and 'select qualified teachers'. Second, at the structural level, the two countries had legal and institutional devices for the operation of the probationary teacher system and were supplementing it through continuous inspections. Meanwhile, in the UK, probationary teacher education was conducted only in probationary schools, but in Germany, it was operated by two institutions: a teacher training seminar and a probationary school. In terms of composition, in the UK, state education, teacher regulatory offices (TRA), appropriate body (local education administrative agencies, teacher schools hub, etc.), schools, and Early Career teachers were involved in the operation of the teacher school practice education center. At the technical level, both the UK and Germany showed commonality in that they are making continuous efforts to improve the quality of the operation of the probationary teacher system by preparing policy improvement plans through evaluation of the operation of the probationary teacher system. Based on the above research results, it suggested setting clear goals for the introduction of the probationary teacher system, sharing educational members' agreements and understanding, establishing legal grounds, establishing appropriate operating systems, practical support for guidance and probationary teachers.