| Summary: | 碩士 === 國立臺灣師範大學 === 化學研究所 === 88 === This article explores the professional development of three teachers and the relationship between the enviroment and professional development. Based on the literature of teacher education, development psychology, and sociology, I develop a multidimensional model of teacher''s professional development. To discuss the reasons of preservice teacher''s development, we collect different kinds of data from preservice teacher. For example: classroom observation, fieldnote, teachers'' journal, etc. We find (1) When a preservice teacher is a new comer to school, his (or her) educational ideas are based on his personal history of learning, and change with what he (or she) encounters. (2) Preservice teacher often feels uncertainty on his (or her) identity. (3) What preservice teacher learns has something to do with the culture of the school and the ideas of mentor. (4) Mentor plays an important role in preservice teacher''s practice. (5) Students'' support is important to preservice teacher. (6) Mentor from university opens preservice teacher''s eye. (7) School gives the material and direction of preservice teacher''s professional development. We offer implications of these relationships for teacher education.
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