本研究以SECI知識管理模型探討KIST（KIPP Inspired School in Taiwan）實驗學校當中的教師專業發展歷程。近年來，在臺灣教育多元化的趨勢之下，實驗教育如雨後春筍般地發展，這種新興型態的教育體系不僅提供了家長更多的選擇權，也展現出了更多樣化的學習模式，除此之外，實驗教育的出現也為臺灣長期以來的教育城鄉差異問題提供了一種新的解方。
本研究以KIST體系的基金會與兩間公辦民營學校為研究對象，探討在實驗教育的模式之下，非營利組織如何協助教師專業成長。本研究的目的與問題有三，分別是（1）同時兼具實驗與偏鄉屬性的KIST學校中，教師專業發展上會面臨哪些具體問題；（2）KIST學校的教師背景具有哪些特性，其對於教師增能的影響為何；（3）KIST基金會與學校會運用哪些策略與方案來協助教師專業發展。除了探究這些現象與行動，本研究使用SECI模型探討這些事件背後的意義。
研究結果發現，偏鄉教育在師資培訓上需要面對高流動率的所造成的「動態平衡」現象，其次，KIST學校的部分教師在養成背景與特質有一定的特殊性，最後，不同學校場域會因應文化、地理環境的不同，採用相應的教師培訓方法。整體來說，SECI模式可以用來解構各種教師增能行動背後的元素，這也有利於未來在教師專業發展培訓上進行參考。

This study aims to explore the professional development process of teachers in the context of experiments and rural school settings using the SECI knowledge management model. Experimental and rural educational settings represent minority groups in terms of population compared to mainstream education, making them often overlooked in research, especially in teacher professional development. The research focuses on KIST (KIPP inspired school in Taiwan) schools, which possess dual educational attributes. Two KIST schools and their school management organizations were selected as the research subjects to investigate how schools and private institutions provide teacher professional development training programs to assist teachers in enhancing their capabilities. To systematize the research results, the study adopts the SECI knowledge management model as the analytical framework, aiming to explore the processes of knowledge transfer, sharing, and creation in the teacher professional enhancement.
The findings of the study reveal that (1) KIST teachers constitute a new type of group, requiring a perspective distinct from traditional observations, and (2) different school settings adopt varied knowledge management models based on cultural and geographical differences. Overall, SECI not only provides an analytical perspective but also serves as a reference for future teacher professional development training.

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