本研究旨在分析教師專業成長模式。為達成上述研究目的，本研究以文獻分析為主，針對專業成長模式的發展與採取的途徑，蒐集資料加以分析批判，作為我國專業成長模式規劃的參考。基於以上分析，本研究目的有五項：一、分析教師專業成長發展的歷史背景及其脈絡意義。二、探討教師專業成長模式的理論基礎。三、探究教師專業成長模式的內涵。四、分析批判教師專業成長模式。五、檢討及改進我國教師專業成長模式。六、綜合研究發現，建議我國未來教師專業成長之方向。研究結論歸納如下：一、教師專業發展的研究，已由缺失本位轉至能力發展本位；教師不僅加強教學層次的發展，更要能主動建構學習過程；學校也強調合作歷程的專業成長活動。二、專業成長模式設計應該以科際整合觀點，採長期多面向發展知識的理念，對教師成長活動做更週全的認識。三、專業成長模式的內涵分為目的決定、需求評估、方案規劃、方案實施與評鑑方案。四、專業成長模式之訓練、發展及生態模式取向，各有其不同假定、理論及程序，在專業成長規劃時效果也不同。五、教師專業成長模式的目標、需求評估、方案計畫、實施與評鑑過程都需要重新審視。依據上述結論，本研究提出下列建議：一、發展多元架構全教師的專業成長模式。二、加強教師專業成長模式的研究。三、建立以教師為中心的系統設計成長方案。四、改進訓練取向模式理論研究。五、重視教師研究的發展取向模式。六、建立合作專業的學校文化。七、建構學習型、教育型與批判型的學校組織。

The purpose of this study is to analyze and establish teacher'sprofessional growth models by investigating relevant literatures.The study explores the historical development, rationales, nature,and paradigms of teacher's professional growth.In addition, itanalyzes existing professional growth cases in Taiwan. To reflect current studies in the field,this study found that:first,existing models have paid more attention to the processof active and collaborative interaction among teachers. Second,programs designed for professional growth are long-term tasks.Third, main concepts of these models include goal establishing,need assessment, plan, implementing, and evaluation. Fourth,different models have their own assumptions and procedure forteacher profession growth. Therefore, while applying any kindof the models, one need to understand and evaluate each model'sbackground, basic concepts, and potential influences. In conclusion, this study suggests that educators improveteachers professional growth, such as developing a multi-dimensional models, adopting teacher-based approaches or actionresearch, and building a school climate which encouragescollaboration and constructive learning.