本研究旨在探討教師專業發展評鑑之發展概況與趨勢，並分從論文篇數、研究主題、學制階段、研究方法等四個面向進行探究。為達前述目的，本研究採用文獻分析法，參考學者Fowler（2009）之教育政策制定過程，並分析教師專業發展評鑑相關論文研究之發展沿革，將教師專業發展評鑑略分為五期，同時蒐集自1996 至2012 年相關之博碩士論文共計304 篇作分析。透過平均數與百分比的方式做分類統計，歸納結論如後：（1）教師專業發展評鑑研究論文在數量上漸增之趨勢，可見證一項政策逐漸穩定成熟發展的脈絡與印記；（2）早、中期多集中在評鑑指標與規準之建立，中、後期的則多集中在實施評鑑後，各因素之相關、差異或影響；（3）研究對象從主流到非主流之延伸，可窺見作為一項政策的教師專業發展評鑑，漸趨於穩定成長的趨勢；（4）問卷調查法論文數量居各期之冠，可以看出一項政策在發展過程的需檢證性，至後期出現後設分析方法，顯示評鑑期將臨的趨勢。

The purpose of this study was to probe into the general situations and trends of teacher evaluation for professional development within the explorations from four aspects about the theses numbers, the research topics, the school system phases, and the research methods. To achieve the goal above, the literature review method was used by taking the policy process theory of Fowler into reference as well as analyzing the developmental context of relative theses of teacher evaluations for professional development, we divided the whole 17 years into five periods and roughly collected all 304 relative theses by using simple statistics to analyze as well as to classify the documents in order to reach the conclusions as follows:(1)The numbers of the theses increased gradually showed that the policy developed steadily and maturely;(2)It focused on the build of evaluation index and focused on the relations, differences and effects later on;(3)We could find out the policy was growing gradually by the subjects are stretch d from mainstream to un-mainstream;(4)The numbers of questionnaire survey stayed the most showed the test of the policy was needed; it also showed the evaluation period was coming owing to the meta-analysis emerged.