因應科技教育的變革，科技教師須不斷自我增能成長、求新求變，力求跟上科技進步的腳步。透過教師專業社群的專業成長與互動，集合同儕經驗分享，多元規劃與設計教學課程，並因應學生的需求，適度的調整課程。本研究從社會生物學的觀點，以三位女性科技教師作為研究對象，探討女性生活科技教師在傳統社會文化價值觀影響下，如何提升自身的教師專業發展，並透過教學創新提升教學成效。以科技領域教師專業發展社群及生活科技課堂為研究場域，探討女性科技教師專業發展歷程與教學創新之關係與影響。
　　以三位女性科技教師為對象，透過社會生物學的觀點，採詮釋現象學理論進行訪談探究，主要結論為：1.強化教學內容，提高學生的學習興趣與動機是女性科技教師為提升專業發展的原因；2.審視自身教學方式與教學策略、課程設計改變、重視學生的成長與改變為女性科技教師在專業發展歷程中的改變；3.家庭的支持，以及家人互相協調家庭與工作的合作模式是女性教師能不斷精進重要因素。

In response to the changes in technology education, technology teachers must continue to improve themselves to keep pace with the advancement of technology. Through the professional learning community of teachers gathering peers to share experiences, organize multiple teaching curriculums and adjust the curriculum appropriately to meet students' needs. From a viewpoint of sociobiology, this study recruited female living technology teachers to investigate how to enhance their professional development under the influence of traditional socio-cultural values, and improve teaching effectiveness through teaching innovation. The results were found as follows: (1)the reasons for promoting female living technology teachers’ profession were to satisfy learning needs and make the courses more interesting for students; (2) the remarkable changes in the professional development of female living technology teachers were the examination of their self-teaching styles and strategies, changes in curriculum design, and the emphasis on student growth and change; (3) the support of the family, the cooperation of the family in coordinating family and work, were important factors in the continuous improvement of female teachers.
　　Through the support of the professional learning communities and family members, female living technology teachers are able to face the challenges and difficulties of professional development with a more inclusive, flexible, and positive attitude, to make teaching and learning more effective.

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