教師專業發展是教育中的核心議題，不過一直以來，我們都傾向從「公」（public）的角度來看教師專業發展，較少重視「私」（private）的面向。它有以下幾點特徵：一、以國家行政體系為主，重視績效；二、搭配實證學術的理論知識，以實證的方式來支持政策的客觀性；三、傾向視教師為理性認知的個體，不受個人經驗和社會情境所影響。但從近年來的一些文獻中卻可發現，過去強調「理性知識」的公領域角度已開始遭到質疑，有關教師私領域的面向，如個人願景、自我認同、意義等，正受到更多重視。本文因此從教師認同的問題切入，探討教師私領域中個人及社會的關係，並從當代新自由主義和反思現代性的角度來思考教師專業發展的新圖像。

The teacher professional development is always the critical issue in education. However, most educators tend to examine the teacher professional development with the public aspect, rather than the private aspect. There are some features of the public aspect: firstly it works with the national administrative system and focuses on accountability; secondly it uses the positivism-approach academics to support the objectivity of policy; thirdly it tends to regard teachers as rational subjects, who are independent from influences of personal experience and social situation. However, recently some studies have criticized that only emphasizing the rational knowledge from the public aspect is problematical and we should pay more attentions to teacher private aspect, such as personal vision, self-identity, an meaning. Therefore, through the discussions on teacher identity and the person-society relationship in private aspect and the social backgrounds of neoliberalism and reflexive modernity, this paper aims to rethink the new image of teacher professional development.