本研究採用文獻分析（literature review）探討教師專業發展的定義、理論、影響因素以及相關研究，作為幼兒園教師專業發展之立論依據。研究結果發現，臺灣相關實證研究較為缺乏，且面臨到園長強勢領導、教師專業對話不足、家長以選擇園所為優先而非倚重教師專業等困境，直至《幼兒教育及照顧法》頒布後，幼兒園教師專業發展有了明確的法源依據，且部分研究成果可見幼兒園教師專業發展已從探討「教師個體」轉移至「組織群體」，因此，臺灣幼兒園教師專業發展可謂呈現新光景。而依據研究結果，本研究提出以下建議：（一）強調以團隊為主的教師專業發展；（二）整合幼兒園教師專業發展之內涵；（三）強化幼兒園教師專業發展之信念；（四）研擬幼兒園教師專業發展之可行方案。

This study conducted literature review to examine the definitions and theories of and the influential factors for teachers’ professional development, serving as the theoretical basis for preschool teacher’s professional development. The research result revealed a lack of empirical studies on this topic in Taiwan. Previously, preschool teachers’ professional development was hindered by the dominating leadership of preschool directors and the insufficient communication regarding teacher profession. Additionally, when choosing a preschool, parents tended to put the reputation of preschools, instead of teachers’ profession, as the first priority of consideration. However, after the announcement of Early Childhood Education and Care Act, preschool teachers’ professional development obtained a specific legal basis. Moreover, some studies have shown that preschool teachers’ professional development has shifted its focus from individual teachers to teachers as an organizational group. Therefore, this study concluded that preschool teachers’ professional development in Taiwan has been toward a new direction.
Accordingly, four recommendations were suggested as follows:
I. Preschools should emphasize team-oriented professional development of preschool teachers.
II. Education authorities should integrate the content of preschool teachers’ professional development.
III. Education authorities should enhance preschool teachers’ belief in professional development.
IV. Education authorities should formulate feasible schemes to facilitate preschool teachers’ professional development.