在教育改革的大環境之下，教師的角色越來越多樣化，而教師需擔負起的責任也日趨重大，教師專業能力及其成長的議題受到世界各國的重視。建立專業學習社群為提升教師專業的有效方式之一，而教師的專業成長的任務著重於教育實踐的改進，而教師專業資本的積累有助於教學效能的提升。因此，聚焦於教師實踐社群的建構與運作，探討教師專業資本的積累，將有助於突破傳統教師專業發展的模式，帶來新的方向。
本研究以蒲公英教師實踐社群為個案，探討此教師實踐社群的建構、運作與教師專業資本的積累。研究採取觀察記錄、文件分析等方法進行蒐集資料，以及對蒲公英教師實踐社群的召集人一位、教師四位進行深度訪談，進一步蒐集與分析資料，針對個案教師實踐社群的運作進行討論，並探討教師專業資本的積累。
透過研究發現，教師實踐社群的建構與運作除了召集人的努力之外，還有賴一眾的老師與研究團隊的積極參與，形塑出社群的運作模式與特色。此外，透過教師實踐社群的參與發現，教師專業資本的積累與運用以社會資本為關鍵，藉由信任關係的連結促進人力資本與判斷資本的積累運用。在成長的歷程中，種子老師得到了個人化的專業成長，而協作輔導老師也在陪伴的過程中增進了專業知能，激勵了老師們專業資本的積累、分享與運用。與此同時，個案教師實踐社群亦面臨著規模擴充、人員招募、未來發展的挑戰。
本研究根據上述的研究結論，進一步提出有關教師實踐社群建構、運作，以及教師專業資本積累之相關建議，提供教育行政機關、學校、教師社群，以及後續研究之參考。

Under the educational reform, the role of teachers becomes more and more diverse, and the responsibility of teachers has also become more and more important, the topic of teachers' professional competence and its growth has attracted much attention from all over the world. The accumulation of teachers' professional capital contributed to the improvement of teaching effectiveness, established a professional learning community was one of the effective ways to improve the teachers' profession, therefore, focus on the construction and operation of teachers' practice community, we also discussed the accumulation of teachers' professional capital, it helped us to break through the traditional model of teacher professional development, and got the teacher professional development to a new direction.
In this study, we were used “Dandelion Teacher Practice Community” as the case study object; which we discussed its construction and operation, and the accumulation process of teachers' professional capital through this community. This study was used observation records, document analysis, and then based on the depth- interview of one convener and five teachers to collect and analysis of data. By integrated above mentioned methods, generalized the case teachers' practice community operation, and discussed the accumulation of teachers' professional capital.
We found that the construction and operation of teachers' practice community were not only needed the efforts of convener, there were also needed the active participation of teachers and research teams, and then constructed the community operation mode and its characteristics. The key of accumulation and application of teachers' professional capital was Social capital, through the connection of trust relationships to facilitate the accumulation and application of Human capital and Decisional capital. Therefore, through the practice community of teachers, the Seed teachers got personalized professional development, and Collaborative teachers also enhanced their professional capital. It encouraged teachers to accumulate, share and use their professional capital. But at the same time, the community of case teachers was also faced with the challenges of scale expansion, personnel recruitment and the difficulty in the future development.
Based on the conclusions of this case study, here also have some suggestions on the accumulation of teachers' professional capital, provide to educational administrative institutions, schools and community of teachers, and as a reference for follow-up studies.

參考文獻
壹. 中文部分
王文科、王智弘（2006）。教育研究法。臺北：五南。
卯靜儒、陳冠蓉、蘇源恭（2007）。教學專業與教師發展--美國教師評鑑指標分析。高教發展與評估雜誌，23（5），83-95。
史美瑤（2012）。21世紀的教學：以「學生學習為中心」的教師發展。評鑑雙月刊，36。2016年11月12日，取自http://epaper.heeact.edu.tw/archive/2012/03/01/5570.aspx
吳芝儀、李奉儒（譯）（2008）。Patton, M. Q著。質性研究與評鑑(Qualitative Research & Evaluation Methods)。嘉義：濤石文化。
吳清山（2011）。建立教師專業標準的重要性。國家教育研究院電子報，26，2017年7月1日，取自http://epaper.naer.edu.tw/index.php?edm_no=26&content_no=683
吳清基（1995）。教師與進修。臺北：師大書苑。
孫志麟（2003）。教師專業成長的另類途徑：知識管理的觀點。國立臺北師範學院學報，16（1），229-252。
孫志麟（2010）。專業學習社群：促進教師專業發展的平台。學校行政雙月刊，69，138-158。
張新仁、邱上真、王瓊珠（2008）。中小學教師評鑑標準之理論與研究基礎。載於潘慧玲（主編），教師評鑑理論與實務（頁20-50）。臺北：國立臺灣師範大學教育評鑑與發展研究中心。
教育部（2009）。中小學教師專業學習社群手冊（2版）。臺北：教育部。
教育部（2011）。教師專業學習社群─領頭羊葵花寶典。臺北：教育部。
教育部（2016）。中華民國教師專業標準指引。2017年6月18日，取自http://web.nutn.edu.tw/gac201/%E5%85%AC%E5%91%8A/%E6%95%99%E5%B8%AB%E5%B0%88%E6%A5%AD%E6%A8%99%E6%BA%96%E6%8C%87%E5%BC%95105-2-15（1050018281%E5%87%BD）.pdf
教育部中小學教師專業發展整合平台（無日期）。教師專業發展的途徑。教育部中小學教師專業發展整合平台。2017年7月4日，取自：http://teachernet.moe.edu.tw/MAIN/Article/ArticleDetail.aspx?proid=A-2&aid=21
教育部中小學教師專業發展整合平台（無日期）。教師專業發展評鑑與專業成長的關係。2017年2月21日，取自：http://teachernet.moe.edu.tw/MAIN/Article/ArticleDetail.aspx?proid=A-3&aid=24
教育部全球資訊網（2016年10月4日）。教師專業發展評鑑將於106學年度起轉型為教師專業發展支持系統。2016年10月13日，取自http://www.edu.tw/News_Content.aspx?n=9E7AC85F1954DDA8&s=55BD57743E88E277
教師專業發展小組委員會（香港）（2003）。教師持續專業發展文件。2017年7月1日，取自http://www.cotap.hk/index.php/tc/sub-committee-on-teachers-professional-development-sctpd/teacher-competencies-framework-tcf-sctpd
符霖甘（2012）。澳門私立學校一位新手教師的專業化過程的個案研究（未出版之碩士論文）。澳門大學教育學系，澳門特別行政區。
許民忠（2012）。21世紀教師專業特質與能力─新加坡。國家教育研究院電子報，42，2017年7月1日，取自http://epaper.naer.edu.tw/index.php?edm_no=42&content_no=1155
許宛琪、甄曉蘭（2015）。促進教師表現與專業能力發展之評鑑機制：新加坡經驗。學校行政，96，118-142。
許家驊（2017）。臺灣教師專業發展政策下教師專業學習社群組成運作實施內容、可能困難與因應之道。臺灣教育評論月刊，6（10），1-9。
陳向明（2015）。社會科學與的研究。臺北：五南。
陳佩英（2012）。教師專業發展的第四條路：學習社群實踐的理論轉化。載於中國教育學會（主編），2020教育願景（頁307-358）。臺北市：學富。
陳佩英（2017）。對話即實踐：網絡學習社群專業資本積累之個案研究。教育科學研究期刊，62（3），159-191。
陳佩英、卯靜儒、鄭毓瓊（2014）。履冰行遠：網絡學習社群的課程協作經驗探究。教育人力與專業發展，31（5），61-72。
陳佩英、簡菲莉（2015）。引介網絡學習社群與實踐的研究課題。教育研究集刊，61（1），137-150。
陳盛賢、溫子欣（2017）。中國大陸小學與中學教師專業標準比較研究。大陸教育期刊，5，1-23。
黃中昕（2017）。高中學校本位課程轉化之中間領導個案研究。（未出版之碩士論文）。國立臺灣師範大學教育政策與行政研究所，臺北市。
黃冠達、張純、幸曼玲（2015）。國小教師參與閱讀理解教學實踐社群與其專業成長之研究。教育研究與發展期刊，11（1），57-80。
黃維（譯）（2003），E. Wenger, R. McDermott, & W. Synder 著。實踐社群—推動學習型組織之鑰(Cultivating Communities of Practice A Guide to Managing Knowledge)。臺北：天下文化。
楊巧玲（2008）。教育改革對教師專業認同之影響：五位國中資深教師的探索性研究。師大學報，51，（3），25-54。
歐用生（1998）。教師專業成長。臺北：師大書苑。
蕭舜文（2009）。教師專業學習社群召集人領導之個案研究（未出版之碩士論文）。國立臺北教育大學教育經營與管理學系，臺北市。
賴孟俞（2007）。教師專業中教師角色之轉變。網路社會學通訊，64。2016年11月12日，取自http://www.nhu.edu.tw/~society/e-j/64/64-40.htm
應尹甄（2013）。高中英語教師專業學習社群之社會網絡形構研究（未出版之碩士論文）。國立臺灣師範大學教育政策與行政研究所，臺北市。
顏明仁、李啟明、李子建（2015）。香港教師專業發展：學校施行資訊科技教育的實況。香港教師中心學報，14，69-88。
饒見維（2003）。教師專業發展：理論與實務。臺北：五南。
貳. 英文部分
Adams, C. A. B. (2016). Teacher Professional Capital: The Relationship between Principal Practice and Teacher Job Satisfaction (Unpublished master’s thesis). Loyola Marymount University, Los Angeles, CA.
AITSL(2011). National Professional Standards for Teachers. Retrieved June 20, 2017, from http://www.aitsl.edu.au/verve/_resources/AITSL_National_Professional_Standards_for_Teachers.pdf
Alika, I. J. & Stan, A. (2014). Human Capital: Definitions, Approaches and Management Dynamics. Journal of Business Administration and Education, 5(1), 55-78.
Beijaard, D., Meijer, P, C., & Verloop, N.(2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
Beijaard,D., Verloop,N., & Vermunt, J, D.(2000). Teachers' perceptions of professional identity: an exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16, 749-764。
Boote, D. N. (2006). Teachers' professional discretion and the curricula. Teachers and Teaching: Theory and practice, 12(4), 461–478.
Borthwick, A., & Pierson, M. (2008). Transforming classroom practice: Professional development strategies in educational technology. Eugene, OR: International Society for Technology in Education.
Bourdieu, P. (1986). The forms of capital. In J. Richardson (Ed.), Handbook of theory and research for the sociology of education (pp. 241-258). Westport, CT: Greenwood Press.
British Columbia Public School Employers' Association (2011). Professional Autonomy: Discretion and Responsibility in K-12 Public Education. BC：British Columbia Public School Employers' Association.
Burt, R. S. （2000）. The network structure of social capital. In R. I. Sutton & B. M. Staw （Eds.）,Research in organizational behaviour （pp. 345-423）. Greenwich, CT: JAI Press.
Campbell, C., Lieberman, A., Yashkina, A. (2016). Developing Professional Capital in Policy and Practice: Ontario’s Teacher Learning and Leadership Program. Journal of Professional Capital and Community, 1(2),219-236.
Chapman, C., Chestnutt, H., Friel, N., Hall, S., & Lowden, K. (2016). Professional Capital and Collaborative Inquiry Networks for Educational Equity and Improvement? Professional Capital and Community, 1(3), 178-197.
Chen, P. Y., Lee, C. D., Lin, H. D., & Zhang C. X. (2016). Factors that develop effective professional learning communities in Taiwan. ASIA Pacific Journal of Education, 36(2), 248-265.
Church, M., Bitel, M., Armstrong, K., Fernando, P., Gould, H., Joss, S., Marwaha-Diedrich, M., de la Torre, A. L., & Vouhe, C. (2002). Participation, relationships and dynamic change: New thinking on evaluating the work of international networks. London, UK: University College London.
Church, M., Bitel,M., Armstrong, K., Fernando, P., Gould, H., Joss, S., Marwaha-Diedrich, M., De La Torre, A-L., & Vouhe, C. (2002). Participation, Relationships and Dynamic Change: New Thinking on Evaluating the Work of International Network. London, England: University Collage of London.
Cooper, J. D. (2004). Professional Development: An Effective Research-Based Model. Boston, MA: Houghton-Mifflin Harcourt Professional Development.
Corso, M., & Giacobbe, A. (2005). Building Communities of Practice that work: a case study based research. Retrieved May 19 2017, from https://www.researchgate.net/publication/228822218_Building_Communities_of_Practice_that_work_a_case_study_based_research
Darling-Hammond, L. (1997). Doing what matters most: Investing in quality teaching. Kutztown, PA: National Commission on Teaching and
Darling-Hammond, L. (1999). Teacher quality and student achievement: A review of state policy evidence. Center for the Study of Teaching and Policy, University of Washington.
Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21, 563-577.
Dika, S. L. & Singh, K. (2002). Applications of Social Capital in Educational Literature: A Critical Synthesis. Review of Educational Research, 72(1), 31-60.
European Commission. (2010). Teachers’ professional development. Europe in international comparison: An analysis of teachers’ professional development based on the OECD’s teaching and learning international survey (TALIS). Luxembourg: Office for Official Publications of the European Union.
Fine, B. (2008). Social capital versus social history. Social History, 33(4), 442-467.
Fox, A, R, C. & Wilson, E, G. (2015). Networking and the development of professionals: Beginning teachers building social capital. Teaching and Teacher Education, 47, 93-107.
Fullan, M. (2006). Leading professional learning. School Administrator, 63(10), 10-14.
Hadfield, M., & Chapman, C. (2009). Leading school-based networks. New York, NY: Routledge.
Hargreaves, A. & Fullan, M. (2013) . The Power of Professional Capital With an Investment in Collaboration, Teachers Become National Builders. Journal of Staff Development, 34(3), 36-39.
Hargreaves, A. & Shirley, D. (2009). The Fourth Way：The Inspiring Future for Educational Change. Thousand Oaks, Calif: Corwin Press.
Hargreaves, A. (2000). Four ages of professionalism and professional learning, Teachers and Teaching: Theory and Practice, 6(2), 151-182.
Hargreaves, A., & Fullan, M. (2012). Professional Capital. NY: Teachers College Press.
Hopkins, D. (2007). Every school a great school: realizing the potential of system leadership. New York, NY: McGraw-Hill.
Jackson, D., & Temperley, J. (2006, January). From Professional Learning Community to Networked Learning Community. International Congress for School Effectiveness and Improvement (ICDEI) Conference, Fort Lauderdale, Fl.
Joyce, B., & Calhoun, E. (2010). Models of Professional Development: A Celebration of Educators. Thousand Oaks, CA: Sage.
Lawless, K. A., & Pellegrino, J. W. (2007). Professional development in integrating technology into teaching and learning: Knowns, unknowns, and ways to pursue better questions and answers. Review of Educational Research, 77(4), 575-614.
Lefler, J. C. (1998). A study of Faculty development at fourteen community colleges in the Tennessee Board of Regents System. (Electronic Theses and Dissertations. Paper 2937). Retrieved from http://dc.etsu.edu/etd/2937.
Lesser & Storck(2001). Communities of practice and organizational performance. IBM Systems Journal, 40(4), 831-841.
Lin, N.（2001）. Social Capital: A theory of social structure and action. Cambridge, UK: Cambridge University Press.
Malone, H, J.(2017). Broadening professional communities through collaborative partnerships. Journal of Professional Capital and Community, 2(4), 190-199.
McCormick, R., Fox, A., Carmichael, P., & Procter, R. (2011). Researching and Understanding Educational Networks. New York, NY: Routledge.
McLaughlin, T, H. (2003). Teaching as a Practice and a Community of Practice: the Limits of Commonality and the Demands of Diversity. Journal of Philosophy of Education, 37(2), 339-352.
Mentis, M., Boen, W, H., Butler, P., Kearney, A., Budd, J., Riley, T., MacArthur, J., Dharan, V., & Brown, J. B. (2016). Mawhai: Webbing a professional identity through networked interprofessional communities of practice. Teaching and Teacher Education, 60, 66-75.
National Board for Professional Teaching Standards(2006)，Five Core Propositions，Retrieved June 20, 2017, from http://www.nbpts.org/five-core-propositions.
National Institute of Education Singapore(2009), TE21: A Teacher Education Model for the 21st Century，Retrieved June 20, 2017, from http://www.nie.edu.sg/ .
Nolan, A. & Molla, T. (2017). Teacher Confidence and Professional Capital. Teaching and Teacher Education, 62, 10-18.
Owen, R, G., & Valesky, T, C. (2004). Organizational Behavior in Education: Adaptive Leadership and School Reform (9th). Boston, MA: Pearson Eduaction.
Owings, W. A. & Kaplan, L. S. (2012). Leadership and organizational behavior in education. London, UK: Pearson Education.
Pan, H. W., & Chen, P. (2011). Challenges and research agenda of school leadership in Taiwan. School Leadership & Management, 31(4), 339–353.
Popkewitz, T. S. (1994). Professionalization in teaching and teacher education: Some notes on its history, ideology, and potential. Teaching and Teacher Education, 10(1), 1-14.
Santiago,R, G., & Fullan,M. (2016). Essential Features of Effective Networks in Education. Journal of Professional Capital and Community, 1(1), 5-22.
Silva, M, J., & Olson, K. (2012). A Community of Practice in Teacher Education: Insights and Perceptions. International Journal of Teaching and Learning in Higher Education, 24(3), 335-348.
Temple, J. (2001),Growth Effects of Education and Social Capital in the OECD, in J.F. Helliwell (ed.), The Contribution of Human andSocial Capital to Sustained Economic Growth and Well-being: International Symposium Report. Human Resources Development Canada and OECD.
Tong, D., & Razniak, A. (2017). Building Professional Capital within a 21st Century Learning Framework. Journal of Professional Capital and Community, 2(1), 36-49.
Ulvik, M., Smith, K., & Helleve, I., (2009). Novice in secondary school- the coin has two sides. Teaching and teacher education, 25, 835-842.
Vries, S., Grift, W. J.C.M., & Jansen, E. P.W.A.(2012). Teachers’ beliefs and continuing professional development. Journal of Educational Administration, 51(2), 213-231.
Vriesa, S., Jansena , E.P.W.A., Michelle, H,L., & Grifta, W. J. C. M. (2015). Student teachers’ participation in learning activities and effective teaching behaviors. European Journal of Teacher Education, 38(4),1-24.
Webb, T. (2002). Teacher power: the exercise of professional autonomy in an era of strict accountability. Teacher Development, 6(1), 47-62.
Wellman, B., & Berkowitz, S. D. (1988). Social structures: A network approach. Cambridge, UK: University of Cambridge.
Wenger, E. (1998a). Communities of practice：learning as a social system. Retrieved May 19 2017, from https://thesystemsthinker.com/communities-of-practice-learning-as-a-social-system
Wenger, E. (1998b). Communities of practice: Learning, meaning, and identity. Cambridge, UK: Cambridge University Press.
Wenger, E. (2010). Communities Of practice and social learning systems: the career of a concept. In Blackmore, C (Eds). Social Learning Systems and Communities of Practice(pp. 179-198). London, NY: The open university.
Wenger, E.(2006). Communities of practice-a brief introduction. Retrieved June 012017, from http://wenger-trayner.com/introduction-to-communities-of-practice/
Wenger, E., & Snyder, W. M. (2000). Communities of practice: The organizational frontier. Harvard Business Review, 78(1), 139-145.
Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Boston, MA: Harvard Business School Press.