「教師專業發展評鑑」於106 學年度起轉型為「教師專業發展實踐方案」，規劃初、進階評鑑人才整併為「專業回饋人員」，鼓勵教師參加認證，具備公開授課與專業回饋之基本知能。然而在教師專業發展實踐，對於在公開授課中扮演靈魂角色的專業回饋人員，未見敘明其專業增能之可行途徑。基於此，本研究以半結構式晤談進行研究資料之蒐集，共訪談六位專業回饋人員，據以探討其專業增能之可行途徑。本研究發現：教專計畫轉型之主因為專業成長計畫缺乏檢核，漠視持續專業發展的重要性；專業回饋人觀課領域非均其專長，則無法給予精準的教學回饋建議；未來專業回饋人員增能之可行途徑為：透過教學省思，規畫教師本位的專業成長計畫，選擇以實體或虛擬模式，參加國教輔導團研習、教師專業學習社群或學年教學研究會、網路社群同好社團，並開啟與大學院校教授專業對話機會等方式，以提升其教育專業知能，促進公開授課回饋之品質。

＂Teacher professional development evaluation＂ transform to＂ teacher professional development practice program＂ in 106 school year. The initial and advanced certifying evaluators will be professional feedback teachers. The study adopts semi-structured interviews to collect the research material and interviews six professional feedback teachers to explore professional empowerment feasible ways. The results indicate that the main reason of ＂Teacher professional development evaluation＂ transform is professional growth plan ignores the importance of continuing professional development; Professional feedback teachers can't give accurate teaching feedback if they observe class of non-specialty expertise; Professional Empowerment feasible ways are: reflect through teaching and plan teacher-based professional growth program, join in study courses of Compulsory Education Advisory Group, teacher professional learning community, teaching research association, internet community and creat professional dialogue with professors etc.