教師的專業發展是促進教師實踐教育改革，為學生帶來優質教學的重要條件。本研究旨在探討臺灣在職教師專業發展的推動經驗，以作為馬來西亞華文獨立中學推動教師專業發展時之參考。首先，分析臺灣在推動教育改革脈絡下，教師專業發展之運作與成效；次者，了解馬來西亞獨中教師的專業發展參與現況與需求；最後，從臺灣經驗的反思，提出馬來西亞華文獨立中學教師專業發展的可行方式。
本研究採質性與量化的混合方法為研究取徑，蒐集研究資料。以文件分析方式瞭解臺灣教師專業發展之相關文件；以訪談臺灣相關人員蒐集臺灣在新課綱改革脈絡下，教師專業發展運作方式與成效。以問卷調查方式蒐集全國華文獨立中學教師對教師專業發展的想法，了解教師的參與現況與專業發展需求。接著，整合臺灣經驗與華文獨立中學教師需求，提出華文獨立中學教師專業發展之建議，再以訪談華文獨立中學專業發展推動單位與學校行政，來檢視建議之可行性，以此達到探究本研究之研究目的。
根據本研究之分析，獲致以下結論：
一、臺灣以中央、地方、學校層級落實教育改革推廣與教師專業發展推動，具備由上而下及由下而上的推廣特色，從多方面強化教師專業能力。
二、華文獨立中學的教師專業發展培訓多以理論為重，無法全然滿足教師對提升專業素養的期望；教師希望參與更多帶領實作演練的研習工作坊，強化教學策略。
三、華文獨立中學可從中央層級的宣導、區域教師發展與資源中心的建置與研習工作坊著手推動，以及從校本層級的行政團隊、教師社群與公開觀課著手推動。
最後，根據上述研究結論，提出對馬來西亞華文獨立中學教師專業發展實務推動與未來相關研究之建議。

Teacher professional development is a crucial element in fostering educational reform and ensuring high-quality teaching for students. This study aims to explore how Taiwan promotes the professional development of in-service teachers as a reference for promoting the professional development of teachers in Malaysia Chinese Independent High Schools. This study analyzed the operational mechanism and effectiveness of teacher professional development in the context of promoting educational reform in Taiwan. Followed by investigating Chinese Independent High School teachers’ involvement in professional development and their needs. Drawing from Taiwan’s experience, this study suggests feasible ways to enhance teachers’ professional development in Malaysia Chinese Independent High Schools.
This study adopted a mixed method of qualitative and quantitative approaches to collect research data. Document analysis was applied to analyze the policy and actual implementations of teachers' professional development in Taiwan. Interviews were conducted among stakeholders in promoting teacher development in Taiwan to understand their perspective of the operational strategies and effectiveness of professional development amid curriculum reform. Afterward, a questionnaire survey was conducted to collect opinions from teachers in Chinese Independent High Schools nationwide on teachers’ professional development to understand their participation and professional development needs. Drawing from Taiwan’s experience and the needs of Chinese Independent High Schools teachers, suggestions for the professional development of teachers were proposed. In order to achieve the purpose of this study, interviews were then conducted with Chinese Independent High Schools professional development units and school administrators to examine the feasibility of the suggestions.
Based on the analysis of this study, the findings are as follows: (1) Taiwan’s approaches toward the implementation of educational reform and the promotion of teacher professional development at the central, regional, and school levels have enhanced teachers’ professional capabilities through both top-down and bottom-up initiatives. (2) Most of the professional development training programs for teachers in Chinese Independent High Schools are theory-driven, which fall short of meeting teachers’ expectations for improving their professional qualities. Teachers hope to participate in more training workshops that can provide more practical exercises to help strengthen their teaching strategies. (3) The central systems of Chinese Independent High Schools can promote teacher professional development through advocacy at the central level, can assist the establishment of regional teacher resource centers to help with organizing teacher professional development, and workshops. At the school level, initiatives can be driven by the administrative teams, teacher communities, and lesson studies.
Finally, based on the above research findings, suggestions are put forward to promote the professional development of teachers in Malaysian Chinese Independent High Schools, as well as to add to the future related studies.

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