許多研究指出教學檔案對教師專業發展極有幫助，而隨著資訊科技的進步，教學檔案電子化成為趨勢。然而目前國內有關於教師電子化教學檔案在教師專業發展運用的相關研究不多，因此，本研究採質性研究的方法，以曾參加彰化縣電子化教學檔案競賽且獲獎之十位彰化縣國小教師作為研究對象，透過半結構式訪談和文件分析的方式蒐集並分析資料，以瞭解國小教師建置電子化教學檔案的經驗，探究建置電子化教學檔案對國小教師專業發展的意義，同時分析國小教師在建置電子化教學檔案的挑戰與困境。 研究結果發現國小教師從建置網頁或部落格形式之電子化教學檔案過程中，對電子化教學檔案的目的、內容、與形式有豐富的經驗。這些豐富的經驗對教師的課程發展與教學、班級經營與輔導、研究發展與進修、敬業精神與態度均具有正面的意義。然而教師參差的資訊能力、建置電子化檔案耗時、與學校的資訊設備等因素，均會影響國小教師建置電子化教學檔案的意願。根據研究結果，本研究提出數項建議，以供教育行政主管機關、學校單位、國小教師，以及後續研究之參考。 Many researches indicated that teaching portfolios are helpful for teacher’s professional development. As the information technology progress, electronic teaching portfolios have become the trend. However, there are only a few researches about teachers established electronic teaching portfolios for teachers’ professional development in Taiwan. Therefore, this research is based on qualitative research by using semi-structured interviews and document analysis to study ten elementary school teachers’ experience of developing electronic teaching. Through describing the teachers’ experiences of developing electronic teaching portfolios, this research looked at the meaning of developing electronic teaching portfolios for teachers’ professional development, and what challenges and difficulties the teachers encountered when they developing their electronic teaching portfolios. The result of this research showed that elementary school teachers gained rich experiences about the purpose, contents and forms of electronic teaching portfolios from the process of establishing electronic teaching portfolios. Also, the experiences have positive impact on teachers’ professional development. However, teachers’ technology competency, time- consuming, and school s’ technology infrastructure all challenged the teachers to develop e-portfolio. According to the result of research, it offered suggestions to government, schools, elementary school teachers, and future study.
