本研究旨在探討教師應具備的家長參與知能為何以及如何培育職前教師之家長參 與的知能。為達成研究目的，本研究採用德懷術來匯集專家對於教師之家長與知能培育的意 見，其中包括八位研究家長參與的研究者、三位在師培育機構擔任家長參與衝關課程的教 師、及12位推展家長參與學校教育績優的中小學教育人員等，共計23位專家參與本研究三回 合的問卷調查；資料分析的方法包括柯-史單一樣本考驗、次數分配、平均數、克-瓦二氏 單因子等級變異數分析、曼-惠特尼U考驗、及符號考驗等。 　　植研究發現專家對於教師之家長參與知能的培育具有相當一致的看法，包括：1.教師在 學校與家庭的關係中應扮演溝通協調的角色；2.教師對於家庭的了解應包括概括性的家庭知 識與特定的學生家庭背景資訊兩方面；3.為實施有效的家長參與學校教育的策略，教師必須 具備相關的知識、技能、及態度；4.職前教師之家長參與知能的培育目標應兼顧認知、技 能、及情意三個領域、應採系統性單獨設科及與既有學科統整兩者並行，並應採多樣化但具 統整性的教學策略。

　　　　　The purpose of this study was to identify what competencies teacher should have in order to involve parents effectively and to explore how to prepare preservice teachers for parent involvement. A Delphi study was conducted with three panels of experts in parent involvement to develop consensus. Twenty-three experts responded in each of the three rounds of questionnaires. The data were analyzed using the Kolmogorov-Smirnov one sample test, frequency distribution, means, Kruckal-Wallis one-way analysis of variance by ranks, Manny-Whitney U test, and Sign test. The findings of the study included: 1.teachers play the role of communication in the relationships between families and schools; 2.teachers should have both of general family knowledge and specific information on students' family background; 3.teachers need to learn the knowledge, skills, and attitudes related to involving parents effectively; 4.teacher preservice preparation for parent involvement should pay attentions to its objectives, content arrangement, and instructional strategies.