摘　　　　　　要
本研究主要針對教師專業議，以一個從事九年一貫自編教材的教師團隊為研究個案，探究其在專業對話、反思與行動上的表現，從成人經驗學習與建構學習的觀點，分析個案教師團隊形成、運作的歷程，並且探討此歷程的種種因素及其關聯。本研究採歷史回溯法，記錄教師團隊的形成過程，並以參與觀察和深入訪談的方式，探討團隊成員之間的專業對話、反思與行動內涵，並進一步檢視此歷程中的價值選擇、價值釐清與專業概念的建構結果。本研究發現：
一、教師自然形成的團隊，可以促進教師專業的對話、反思與行動，理性和感性因素有關，其中人格特質、學習傾向、關注議題、環境文化，皆是教師專業對話、反思與行動的主要探討層面與層次。
二、教師團隊透過終身學習與非正式學習的途徑，在關鍵議題與特殊情境中，可以幫助教師連結其經驗與思想，促使教師專業的整體發展。
三、教師團隊經由對話、反思與行動的深化歷程，不但可以擴充教師專業的整體經驗，更可以加深對話與反思的層次。
四、教師透過團隊參與的型態，加深自我的生活與生命意義與教師專業學習的關聯，將教師工作與專業學習視為生活整體中不可分割的部份，並以此作為探尋生命意義的基礎。

The focus of this research is on the issue of teachers’ ability about dialogue, reflection and action. By the case study, there is a team composed of elementary school teachers who are editing the teaching materials by themselves. And the most research purpose is on the dialogue, reflection and action included work and life context. The theory background of this research is standing on the experiential learning of adult and by the method of construction. The researcher wills inquiry the process of formation, participation and operation to find out the elements, reasons and its relation. There are two parts of this research, one is the history--recalling way to record the process of formation, and the other way is on the process of operation to understand its actual contract of dialogue, reflection and action by participating observation and deep interview. To further know the process of this team case by rechecking the choice of the value and the representation of the exiting meaning. Therefore, this research have these conclusion：
1、Teachers will naturally develop the team by daily life experience. The team also can inspire the dialogue, reflection and action. The reasons of formation are related with the whole rational and sensational key-points. Besides, the personality, learning orientation, concerned issue will affect the level or the range of the dialogue, reflection and action especially the culture of the environment included the reality of society and nature.
2、The team can help everyone relate their experience and thought by the way of lifelong and informal learning to improve the whole development of teacher work.
3、The team not only expands the whole experience of the teacher profession, but also digs the reflectional level by the translation of dialogue issue.
4、At last, Teachers concern the meaning of self and learning. By different kinds of activities, they become conscious of the style of participation on their work and learning. Most importance is that this kind of process will be the angle for exploring the meaning of life.

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