近年來，教育界參考醫學界「醫療巡房會診」（medical rounds）的方式，設計並提出一種名為「教學圈」（IR）的方法，主要是由學校提出實務的問題（POP），透過來自不同學校（區）教育人員所組成的網絡或小組，實地訪視觀察課室中的教與學情形後，由訪視的教育人員間共同討論分享，一起合作提出解決實務問題的策略與方法，進而持續改進教學實務，是一種用以促進教師專業發展的新方法。本文旨在介紹這種改進教學的新興實務與方法，先針對教學圈的理念、意義與目的之基本概念加以探討，並介紹教學圈實施的程序與步驟。最後，再根據教學圈的特質提出我國應用教學圈支持教師專業發展的七項具體策略與作法，包括：一、組成適切多樣的教學圈網絡；二、提升教師知覺實務問題能力；三、建立有效教與學的共同理解；四、進行經常而系統的課室觀察；五、發展客製化的問題解決策略；六、增進校內外人員的觀摩合作；七、擴大改進規模邁向下一層次。

Instructional Rounds (IR), an idea adapted from the medical rounds used by doctors, is an innovative practice have been using to support school and district improvement efforts. Typically, Rounds is done in networks to help educators look closely at the instructional core that is happening in their classrooms so they can work together systematically to make improvement at scale. This article aims to devise some strategies for using instructional rounds to support teachers’ professional development. Based on the main purpose of this article, the meaning and goals of this emerging practice was explored, and the stages, processes and steps of instructional rounds was analyzed. Finally, according to the ideas and process of IR, several strategies for supporting teachers’ professional development was devised and proposed as follow: 1. Assemble multiple and proper rounds networks; 2. Enhance teachers’ perception about problem of practice; 3. Create common and shared understanding of what high-quality teaching and learning should look like; 4. Conduct frequent and systematic classroom observation; 5. Develop customized solutions for problem of practice; 6. Increase opportunities for educators to learn from and collaborate with each other; 7. Scale the improvement up and toward to the next level of work.