本論文將藉由解析知識經濟與全球化意涵，討論知識經濟與全球化發展與弱勢地區在職教師專業發展的關係。探討邁入知識經濟時代、面對全球化等變遷的局勢之下，相對弱勢的族群與區域的教育困境與轉機。同時以全球在地化（glocalization）或本土化（localization）的觀點，對知識經濟與全球化作出反思，說明弱勢或邊陲地區教育工作者如何提昇教育專業知能以因應全球化發展，並以實際的案例，簡要陳述學校本位課程發展如何作為因應策略。

　　　　　By analyzing the meanings of the knowledge-based economy and the development of globalization, this paper aims to explore the possible model of on-the-job training for teachers in marginal regions of the knowledge-based economy. While the globalization process quickly spreads out all over the world it is safe to believe that the rise of the knowledge-based economy will enlarge the inequality between the poor and the rich. Those people who live in rural regions are more likely to be disadvantaged under the social changes that accompany globalization. In order to cope with the negative impact of globalization and the knowledge-based economy, educators in marginal areas must reflect upon the viewpoints of glocalization and localization. The viewpoints of glocalization and localization argue that local values and characters empower marginal groups to deal with the disadvantageous and difficult situations caused by the rise of the knowledge-based economy and globalization. The key concepts of glocalization and localization are coherent with the arguments of center-periphery theory. When applying the center-periphery theory in the practical field of education, local knowledge from the practitioners becomes valuable and important. According to center-periphery theory, the school-based curriculum development model allows that knowledge is derived from teachers' practical work in everyday life. Teachers' reflection on the global social change and the responsiveness of the marginal values and beliefs enrich teaching and learning. By doing so, teachers and educators are able to strengthen their professional development through daily work.