目前中小學教師專業發展在定位、內容、政策及制度面的問題主要在於目標不夠明確，且專業發展的手段與目的未能緊密聯結，導致專業發展不僅無法有效地滿足個別教師的需求，亦無法真正喚起教師們的社會責任。本研究旨在透過杜威的「教育即生長」，反思目前教師專業發展之問題。「教育即生長」的意涵，可為教師專業發展提供的指引有四：一、使專業發展的目標聯繫起個人需求與社會責任。二、使專業發展的標準確實與經驗生活的意義結合起來。三、使專業發展的制度更注重激發教師主動參與的力量。四、使專業發展能為社會及教育的進步帶來貢獻。本研究最後為教師專業發展的問題提出五點啟示：一、以「發展」的角度持續探討「專業」的意義與行動。二、專業發展的動力來自於積極適應環境的品格。三、專業發展之經驗為個人與生活環境交互作用的結果。四、專業發展需要有效地統整教師角色與師生互動關係。五、專業發展應兼顧手段與目的之一致。

The primary problems currently facing the professional development of elementary and high schools teachers related to position, content, policies, and institution lie in inexplicit goals, disparity in the means and ends of professional development, and the inability of professional development to both satisfy teacher needs and arouse teachers' social responsibility. Based on J. Dewey's ”education as growth,” we address the current problems of professional development of teachers in Taiwan. The concept of ”education as growth” provides 4 instructions for the professional development of teachers: (a) Ensuring that professional development practices connects individual needs and social responsibility; (b) ensuring that the standards of professional development are integrated with life goals of teachers; (c) ensuring that professional development practices are focused on stimulating teachers' active participation; (d) ensuring that professional development contributes to the progress of society and education. We provide 5 implications for the professional development of teachers: (a) Professional development involves continuous inquiry into the meaning of ”profession” in terms of ”development.” (b) The power of professional development comes from actively adjusting a teacher's character to a teacher's environment. (c) Professional development is the outcome of interaction between a person and the environment. (d) Professional development practices should effectively integrate the role of the teacher and teacher-student relationships. (e) Professional development practices should focus on coordinating the means and ends.