隨著教改行動失利而出現的反省浪潮，使教改者更加體認到，除非能提供教師專業發展的機會，否則教育改革目標將欠缺實現的有力依據。但是，教改者並未曾注意到「教師有效學習」才是真正趨動有效教學的關鍵動力來源，許多教師專業發展活動並未真正達到協助教師有效學習的目標。因此，本文首先省思當前的教師學習活動，常陷於「只問耕耘，不問收穫」迷思的現象，進而重新概念化教師學習的意涵，論述教師學習為何是有效教學的關鍵動力來源，並介紹情境認知論、分散認知論與成人學習理論等三種教師學習的新觀點，以及教師學習策略促進有效教學之相關研究，期能開啟教改者及研究者在思考教師學習及有效教學上的更寬廣視野。最後，本文則展望未來教改者能更重視「有效」的觀點，進而足以規劃出教師有效的學習活動，使這些活動真正有助於提升教師實踐有效教學的能力，促進學生的學習品質與效果。

After careful reflection on the defeat of educational reform, the reformers finally have found that the teachers' professional development is the critical factor for successful educational reform. However, reformers still cannot understand how important effective teacher learning is for effective teaching. Furthermore, a lot of teachers' professional development projects haven't been able to help teachers to improve their teaching. In order to expand the reformers' and researchers' prospects in thinking about teachers’ effective learning and effective teaching, this paper first criticizes some traditional myths of teachers' professional development, and re-conceptualizes teachers' learning, then it introduces three new perspectives of teachers' learning: situated cognition, distributed cognition, and adult learning. Finally, it explores the relative studies of these theories, as well as discusses the relationship of teachers' learning and effective teaching. To insure the effectiveness and quality of teachers' teaching as well as students' learning, this paper advocates that the reformers should be concerned with planning the teachers' learning projects through the concept of effective learning.