臺灣近來在《工會法》修正後，教育人員工會組織如雨後春筍般產生，但有關臺灣教師專業公會發展的討論卻仍付之闕如。回顧20世紀，英國政府為追求此職業的專業化，在蘇格蘭、英格蘭、威爾斯及北愛爾蘭四地所推動之教學總會，亦遭受許多阻礙，英格蘭教學總會最後甚至與教學署進行合併。然蘇格蘭教學總會的境遇卻大不相同，該組織早於1966年成立，近來推動教育人員專業發展，亦獲國際教科文組織表揚，該組織除從2012年起，正式成為完全獨立於政府機關的專業自主公會外，也全權負責蘇格蘭師資培育的所有業務，這在全球教育發展上相當罕見，值得關注。本文先從蘇格蘭教學總會的歷史背景、專業改革以及教師專業成長的貢獻等層面分析該組織之發展，最後從中反思臺灣教育環境：究竟由NGO性質的教育專業公會專責師資培育此項業務是否合適於臺灣？

After re-enacting Labor Union Act in 2010, trade unions organized by primary and secondary school teachers and educational practitioners have been thriving in Taiwan. However, the issue on teacher’s professional organizations or associations has received little attention. Regarding the development of teachers’ professional associations in Taiwan, the UK encountered a similar problem. In the past, British educationalists faced many obstacles to founding teaching councils in the process of improving teacher’s professionalization, and the General Teaching Council for England (GTCE) was eventually merged into the Teaching Agency in 2012. In contrast, the General Teaching Council for Scotland (GTCS) had a different course of development. GTCS was founded in 1966, earlier than any other general teacher councils in England, Wales and North Ireland, and it attained remarkable achievements in promoting teacher’s professional development. This association was even admired by UNESCO, and it has become an independent professional body of NGO since 2012. This study is mainly to analyze the background and the transformation of GTCS, to argue its contributions to teacher’s professional development, and to support some implications for educationalists to reflect on the possibility and necessity of founding a teacher’s professional association that takes charge of Taiwan’s teacher education.