本研究旨在透過剖析兩性平等教育教師專業發展歷程，歸納研究結果，綜合研究 對象之專業成長經驗，提出具體建議，以供落實與推廣兩性平等教育時，教師調適或改進教 學之用。本研究發現教師懷抱著自我反省，樂於改變，勇於創新的心態參與長期性理論與實 務兼具的專業成長活動，其融合女性主義、兩性平等教育理論、知識與生活經驗，培養質疑 、辯證、反思、解構、建構，作決定的思考能力，產生自我性別意識覺醒，對兩性的關懷， 並積極將性別議題融入教學。透過文獻閱讀、成長團體成員間互動、札記省思，及師生互動 ，深層檢視性別角色社會建構歷程、自己性別認同形塑過程與教學的性別刻板化行為，進而 建構多元文化價值觀，積極運用女性主義教育學，落實兩性平等教育於教學中，教師們組織 成相互尊重、切磋砥礪的支持性成長團體，對教師的專業成長俾能有所助益。

　　　　　The purposes of this study was to analyze the professional growth process of a teacher in gender equity education. In-depth interview, text analysis and class observation were used to understand the rreal condition of professional growth in implementing gender equity education. The collected data were analyzed by qualitative methods. The teacher performs great improvement in gender equity consciousness, reflective thinking, and implementation through attending the critical thinking professional growth workshop, selecting and studying the feminism thought course, and implementing the gender equity education experimental instruction. The teacher reflected her own consciousness to gender equity, and develop a gender-sensitive perspective to reveal unfair situations. The teacher could examine her instruction from the dimensions; content integration, knowledge construction, equity pedagogy and an empowering school culture.