中文摘要
關鍵詞：協同教學、專業成長
在日漸強調教育專業的今天，提升教師專業能力、建立教師專業形象已成為教改的重要訴求，因此「專業成長是教師素養的最重要的核心」。再者「教育的成敗係於教師的良窳」，因此成功的教育革新與教師的專業成長有著密切的關係，而課程改革的成功更必須扎根於教師的專業成長與蛻變之上。就整體而言，教育環境普遍充斥著保守和孤立的特性，並不利於教師的專業成長。教育部於八十七年九月三十日公布「國民教育階段九年一貫課程總綱綱要」（教育部，民89），在課程改革中強調教學創新，協同教學是一種教學方式的變化，亦將成為重要之教學型態；協同教學有別於傳統的教學即教師間欠缺交流、觀摩等良性互動的機會，是一種打破以教師為主的教學法，能提供豐富多樣的學習風格。為了因應教育的改革潮流，教學型態的多元化、教學方法的多樣性的趨勢，更加確定協同教學可以活化學生的個別能力與個性發展、積極發揮教師能力與個性、提升教師團隊的教育力量，勢必成為重要的教學型態。基於教育改革的因素，未來教師是否可以藉由創新的教學課程而提升教師的專業，將是本研究主要探討的課題。本研究採質性的研究方法，分為兩個階段進行，第一階段採用問卷施測，經由資料的收集、分析、討論獲得初步的推論。第二階段則進入教學的現場藉由課堂觀察、反省日誌與課後檢討等資料收集，依據Murphy（1995）與相關文獻，將教師的專業成長分為下列四個面向分析：（1）專業知識的涵養；（2）教師成長團體的促進與培養；（3）教學經驗的分享與省思；（4）人際關係。經由研究分析可獲得下列結論：（1）協同教學對於教師專業成長有明顯的助益。（2）教師具有強烈學習與改變的動機可明顯的提升教師專業。（3）教師的互動情形影響教師在協同教學中的成長。（4）協同教學的方式可提升教師的教學省思。並於最後提出五點的建議：（1）重新思考教師的定位，放棄先入為主的觀念。（2）提高個人省思的能力，主動積極力求專業上的成長。（3）把握進修學習的機會，自我充實。（4）促進教師專業成長，分享教學經驗以提昇教學效能。（5）培養教師具有協同教學的能力。

Abstract
Key word : collaborative teaching , professional development
Recently, as we put more and more emphases on teaching profession , to improve teacher’s teaching profession and to set up professional image have become the major request for educational reform. Professional development is the center of teacher literacy. Moreover, education consequences are attributed to the quality of teachers, and successfully educational reform is tied up with teacher’s professional progress. Therefore, the success of curricula reform must be rooted deeply in the growth and transformation of teacher’s professional development. As a whole, educational environment has less benefit of professional progress thanks to its widespread conservation and isolation. As time advances, for the reasons of new talents, many countries embark on educational reform and our country alike. The Ministry of education has claimed “Formulate the General Guidelines of Grade 1-9 Curriculum of Elementary and Junior High School Education.” in Sep. 30 , 2000 :. Collaborative education is a sort of alternation in teaching style and will end up with a important teaching styles in Curricula reform laid stress on teaching innovation. Collaborative education, which is different from a lack of communication and observation among teachers belonged to traditional education, is to break a teaching method based on teachers themselves and to provide abundant teaching manners. To adapt the trend of educational reform, we can say with more certitude that Collaborative education capable of activating student individual ability and character development , making teacher’s ability and speciality function well or promoting group educational capability by means of multiple teaching style and various teaching approaches , as a consequence, is to be sure to become a critical teaching form. On the basis of educational reform，it will be the principal course in this study that if teacher can improve teaching profession by putting new ideas into teaching curricula in the future. This study adopt qualitative research via two steps. First, I utilize questionnaire. I get primitive deduction depending on data collection, analysis, and discuss. Second, combine teaching scene with class observation, reflection record and meta-examine. According to Murphy(1995) and relative literature, I will divide my analysis of teacher profession into four aspects：(1) professional culture (2) the growth and development of teachers’ group（3）share and reflection of teaching experience(4) relationship among teachers. Relying on my study , I concluded ：(1) collaborative education benefit dramatically for teacher’s professional development.(2) collaborative education do promote teacher’s reflection level.(3)Inter-communication among teachers will affect teacher’s growth in collaborative education .Finally, I import into five suggestions: (1)re-think the state of teacher and cast off the point pf first impression。(2) raise the faculty of individual reflection and seek positively for professional development(3)hold the chance to further learning and fulfill oneself.(4)improve professional development and raise teaching effectiveness by sharing teaching experiences.(5)cultivate the ability to collaborative teaching.

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