目前國內教師品質正面臨三波強大的壓力，一是如何因應教改的需求提昇師 資品質，二是知識經濟時代的來臨對優質教師的要求，三是加入WTO會員國後所可能面臨的 市場競爭壓力，欲抒解這三股力量所形成的壓力，唯一可能的解決之道就是教師專業素養的 養成或教師專業能力的提昇與改變。究竟面對這波教育改革運動、知識經濟時代的來臨、及 加入WTO會員國後的教育市場開放，教師應如何提昇其專業素養，師資培育機構或一般大單 的教育學程又應如何養成教師的專業能力，這是本文關心的焦點所在。以下本文擬從教師品 質的評量－教師評鑑談起，從教師的專業標準、教師評鑑的意義與目的、到方法與內容，按 著述及近來被廣泛使用的教師評鑑方法－教學檔案，包括目的與類型、檔案內容、實施方式 與程序，最後論及教學檔案的評鑑，期能以教學檔案做為提昇教師品質、養成教師專業能力 的利器，以達成提昇教師教學品質與改善學生學習效果的終極目標。

　　　　　To date, teacher's quality in Taiqwan is forced three challenges. First, how should we enhance teacher's quality corresponding to the need of educational reform? Second, how can we meet the desire of quality teachers in the coming of knowledge-based economy? Third, after becoming a member of WHO, how can we deal with the pressure from market competition? To answer these questions, the better way is to cultivate teachers' profession or enhance teachers' professional literacy. That's the concern of this paper. Thus, teaching portfolio is introduced. Not only it is a teaching tool to grow student teachers' professional literacy, but also an assessing instrument to evaluate professional development and growth. The paper began with the evaluation of teacher's quality-teacher evaluation, then teacher's professional standards, the value and purpose of teacher evaluation, methods and content used in teaching portfolio was discussed. It is assumed that teaching portfolio is an effective device to improve teachers' quality and to cultivate teachers' professional abilities. Thus, the final goal will be achieved, to improve instructional quality and to raise students' learning outcomes.