教師專業發展是教師生命存在的一種形式，是教師生活的一面向。本文在採用「構成現象學的方法」，對大陸的教師專業發展的相關文獻進行分析後發現，在現有實踐中，教師專業發展越來越被技術理性傾向所主導，呈現出教師專業發展遠離教師日常生活，教師主體意識被貶抑、被遮蔽等現象。缺乏對教師主體意識的尊重、外在於教師自我發展意願的各種教師專業發展活動培養不出完整的教師。教師無論是作為人還是作為「專業」，教師主體意識的培養都離不開自我教育。在分析和借鑒孔子的「一貫之道」、D. Smith的教師整全性的保持和佐藤學的「學習三位一體論」等思想的基礎上，在分析教師自我教育的內在機制的基礎上，提出了「自我教育三位一體論」的框架：教師同他人的對話、同客體自我的對話、同文本的對話；旨在提高教師專業發展的主體意識，實現教師可持續的專業發展。

Professional development of teachers is a form for teachers to be and a dimension of teacher’s life. Researcher adopts the method of constructive phenomenology to delete individual bias and analysts the literature about professional development of teachers in Main Land. I detect that professional development of teachers in Main Land has fowling problem: In practice, teacher professional development show a tendency of technical rationality obviously and being divorced from teacher’s daily life and teaching practice. In this context, teachers' subjective consciousness has been depreciated and veiled. The activity of teacher professional development lack of respect for teacher’s consciousness cannot train perfect teachers. Whether teacher “as person” or “as profession”, teachers need self-education. Based on the analysis and learn from the thoughts of Confucius’ consistent Way, Smith’s hold of the teacher’s wholeness and Misaki Sato’s the theory of the trinity of learning, and on the analysis of the intrinsic mechanism of teacher’s self-education from three kinds of self-education methods--discoursing with Others, Me and Text, we think self-education can promote teacher’s professional development.