教師專業發展為師培教育重要的議題。本課程旨在探索教師專業發展之基本概念、理論取向、及其模式，並瞭解教師專業發展之策略與途徑，進而對現行教師專業發展狀況進行批判，以增進教師專業發展之實務與研究能力。本課程參考教育部中小學http://teachernet.moe.edu.tw/MAIN/map_a.aspx，將課程分為教師專業發展定義及意義、教師專業發展模式、教師專業發展途徑、及教師專業發展與教師評鑑之關係五大教學模組。
1探索教師專業發展之基本概念、理論取向、及其模式
2.瞭解教師專業發展之策略與途徑
3.對現行教師專業發展狀況進行批判
4.增進教師專業發展之實務與研究能力。

Teacher professional development is an important issue in teacher training education. This course aims to explore the basic concepts, theoretical orientations, and models of teachers' professional development, and to understand the strategies and approaches of teachers' professional development, and then criticize the current situation of teachers' professional development, so as to enhance the practical and research capabilities of teachers' professional development. This course refers to the Ministry of Education's primary and secondary schools http://teachernet.moe.edu.tw/MAIN/map_a.aspx, which divides the course into five major teaching modules: the definition and significance of teacher professional development, the teacher professional development model, the teacher professional development approach, and the relationship between teacher professional development and teacher evaluation.
1 Explore the basic concepts, theoretical orientations, and models of teacher professional development
2. Understand the strategies and approaches for teachers’ professional development
3. Criticize the current status of teacher professional development
4. Improve the practical and research capabilities of teachers’ professional development.

1. Cochran-Smith, M. & Lytle, S. (Eds. ) (1993). Inside /Outside: teacher research and Knowledge. New York, NY: Teacher College Press. ？
2. Darling-Hammond, L. (Ed.) (2005). Professional development schools: schools for developing a profession. New York, NY: Teacher College Press.
3. Nieto, S. (2003). What keeps teachers going. New York, NY: Teacher College Press.
4. Zeichner, K. & Liston, D. (1996). Reflective teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
5. Course reading packet
6. 張德銳與高紅瑛 (2009)。同儕輔導:專業成長故事集。台北：五南。
7. 饒見維 (2003)。 教師專業發展:理論與實務。台北：五南。
8. 吳俊憲 (2010)。教師專業發展評鑑:三化取向理念與實務。台北：五南。
9. 教育部中小學教師專業發展整合平台http://teachernet.moe.edu.tw/MAIN/map_a.aspx
10. 黃正傑與吳俊憲（2013)。教師專業發展：評鑑、社群與。台北：五南。

1. Cochran-Smith, M. & Lytle, S. (Eds. ) (1993). Inside /Outside: teacher research and Knowledge. New York, NY: Teacher College Press. ?
2. Darling-Hammond, L. (Ed.) (2005). Professional development schools: schools for developing a profession. New York, NY: Teacher College Press.
3. Nieto, S. (2003). What keeps teachers going. New York, NY: Teacher College Press.
4. Zeichner, K. & Liston, D. (1996). Reflective teaching: an introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates, Inc.
5. Course reading packet
6. Zhang Derui and Gao Hongying (2009). Peer Mentoring: A Collection of Professional Growth Stories. Taipei: Wunan.
7. Rao, J. W. (2003). Teacher professional development: Theory and practice. Taipei: Wunan.
8. Wu, J. H. (2010). Evaluation of teachers’ professional development: Concepts and practices of the three orientations. Taipei: Wunan.
9. Integrated professional development platform for primary and secondary teachers of the Ministry of Education http://teachernet.moe.edu.tw/MAIN/map_a.aspx
10. Huang Zhengjie and Wu Junxian (2013). Teacher professional development: Assessment, community and. Taipei: Wunan.