本研究旨在探討學校本位教師專業發展的運作機制和現況，並以上海實驗學校為個案研究之對象。透過文本資料的分析，發現個案學校在學校本位教師專業發展上具有下列七項主要特點：一、開設模組化的學校本位教師專業發展課程，優化學校師資結構；二、教師擬訂3年發展計畫作為引導個人專業發展的重要依據；三、透過磨課、公開課、同課異構、賽課等策略運用，提升教師的教學質量；四、重視教師團隊合作的校本培訓專業發展，建立優良的教師文化；五、領導不再是某些人的任務，教師領導在校本培訓專業發展過程扮演重要角色；六、實質考核和教師分級制度直接強化教師對學校本位專業發展的重視及參與；七、教師在工作和專業發展過程中感受到壓力，但仍以積極的態度面對專業發展。本研究最後分別針對國民中小學及未來研究提出五點建議。

This study explored the mechanism of the development and operation of schoolbased teachers’ professional development and its status quo through a case study of Shanghai Experimental School. A review of the literature revealed that the subject has the fol lowing seven major features pertaining to school-based teachers’ professional development: (1) Module-based courses on school-based teachers’ professional development have been opened to optimize the school’s faculty structure. (2) The school’s teachers have developed a 3-year development plan as an important basis for guiding the development of their own expertise. (3) Strategies, such as massive open online courses, open classes, and using different structures for the same class, are adopted to enhance the teaching quality of its teachers. (4) The subject emphasizes school-based teachers’ professional development with teamwork between teachers as a central focus, and it establishes an excellent teacher culture. (5) Leadership is no longer a task assigned to certain people. Teacher leadership plays a vital role in school-based teachers’ professional development. (6) Substantive assessment and the classifi cation system of teachers directly strengthen teachers’ attention to and participation in schoolbased teachers’ professional development. (7) Although teachers experience stress at work and during professional development, they still hold a positive attitude toward their professional development. Finally, this paper offers fi ve suggestions for national primary and secondary schools and for future research.