緒論：本研究旨在瞭解中學體育教師的實踐社群發展歷程，並深入探究促進與阻礙中學體育教師發展實踐社群的因素及教師參與實踐社群所知覺的雙語體育教學專業發展情形。方法：研究參與者是來自實踐社群當中的7名中學體育教師，透過焦點訪談、個人訪談、觀察日誌、文件資料與研究反思日誌進行資料蒐集，分析歸納法進行資料分析。結果：(一) 中學體育教師的實踐社群在兩年間經歷：潛在、凝聚、成熟和轉換階段。(二) 促進中學體育教師發展實踐社群的因素包含：具備情感性的支持環境、具有共同目標、基於教師需求、促進者的謹慎促進；阻礙中學體育教師發展實踐社群的因素包含：時間配合困難、英語能力與雙語體育教學經驗差異及缺乏新的資訊。(三)中學體育教師參與實踐社群所知覺的雙語體育教學專業發展包含：雙語教學知能、英語能力及雙語體育課程設計與教學能力。結論：實踐社群每個階段的發展均對下一個階段產生重要的影響，於是要長期維持發展，須關注不同階段的特點並解決所遭遇的阻礙。此外，在雙語師資不足的背景下，實踐社群確實能作為教師雙語體育教學專業的發展管道。因此，鼓勵體育教師籌組社群，以持續發展雙語體育教學，並深入探究雙語體育社群對體育教與學的影響。

Introduction: This study aims to understand the development process of PE teachers' communities of practice in secondary schools (PE-CoP), and to explore the factors that promote and hinder the development of PE-CoP, and professional development (PD) of bilingual physical education teaching as perceived by teachers participating in PE-CoP. Methods: Participants were 7 secondary PE teachers from PE-CoP was selected by intentional sampling, and the data were collected by focusing interviews, personal interviews, observation logs, documents, and researchers’ reflective journals the data were analyzed by inductive method. Results: (i) PE-CoP goes through potential, cohesion, maturity and transformation stage over a period of 2 years. (ii) Factors that promote the development of PE-CoP include: emotionally supportive environment, shared goals, based on teachers' needs, and facilitation with care by facilitator; Factors hindering the development of PE-CoP include difficulties in time coordination, Differences in English ability and bilingual physical education teaching experience and lack of new information (iii) PD of secondary PE teachers participating in PE-CoP awareness includes: bilingual teaching knowledge, English, and bilingual physical education curriculum design and teaching ability. Conclusion: The development of PE-CoP at each stage has a profound impact on the next phase. Therefore, in order to sustain development in the long term, it is necessary to pay attention to the characteristics of different stages and address the obstacles encountered. In addition, in the context of the shortage of bilingual teachers, communities of practice can indeed serve as a channel for the development of teachers' bilingual physical education teaching profession. Therefore, PE teachers are encouraged to form communities for the sustainable development of bilingual PE teaching, and to explore the impact of bilingual PE communities on PE teaching and learning.

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