此研究的目的是提供英語文教師專業發展的另類模式，給現今英語教學做參考。本文從教師專業發展的型態、研習方式、研習內容、參與人員和研習的延續性來探討美國教師專業發展的教育改革方向。最後建議適合台灣多元和教師自主的教師專業發展型態、教師參與的研習方式、跨科際的研習內容、參與人員的多元化，以及延續性的教師專業發展。 此報告是紀錄筆者於九十學年度赴美研究兩個教師專業發展（哈佛「教師如學者」和印第安那的「全語文教師專業發展」），為期一年。筆者以收集文獻、參與觀察、討論和訪談、省思札記等方式實際參加幾個教師專業發展的課程。

　　　　　The purpose of this study is to reform professional teacher development for EFL. This study, which investigated two programs of teacher professional development, was initiated in the 2001-2002 academic year in the United States. The method of data collection involved participant observation, discussion, personal reflection, and a literature review. The article will discuss teacher professional development in several aspects: models, methods, contents, participants, and continuity. In the end, this article suggests a multimodel, teacher-centered, interdisciplinary teachers’ professional development. In addition, in term of participants, this study proposes a model that involves both pre-and in-service teachers in one program and that teachers’ professional development should have contiguity.