本研究之主要目的在以Dunn & Dunn學習風格模式，檢驗大學中教師進行專業成長與學習時的風格特色及強度，研究找出「教師學習者」十五項學習風格元素分佈。研究對象為宜蘭縣某所大學之教師，此大學有四個學院，二十個系所，總樣本數有131人，採統計量化分析教師之學習風格於性別、級職、各學院或各專業領域間差異，藉分析之結果，提供大學制定教師專業發展政策的依據。
研究結果呼應當前教育部的大學教育改造行動，建議大學行政單位在推動專業發展時，應從改變教師進修型態、調整學校專業發展之操作方式、優化專業發展活動之環境與內涵、建立學校社區的學習型組織以及培養教師間合作機制等面向，研擬解決方法與可行的策略，從而促進教師成長、專業，能有「學習的」專業，亦有「專業的」學習，進而提昇教育品質，亦提供若干教育改革創新的參考。
The purpose of this research, by using Dunn and Dunn Learning Styles Model, was to examine 15 learning style preferences of 131 ”faculty learners” of a university in I-Lan of Taiwan, with four colleges, 20 departments, and to analyze the differences between genders and among ages and colleges.
The statistical findings provided some strategies and solutions for university administrative organizations to plan faculty professional development, to build the learning society, to manage the cooperation of faculty members, and to enhance faculty professional growth, in order to learn professionally. Finally, based on the results, suggestions for educational reformation to applications and future studies were proposed.
