專業是當代教師的基本使命之一，不論表現在教學技能的精熟或教育服務與愛護學生的熱忱及投入上，教師都必須成為追求自我專業發展的知識實踐者。就當前台灣幼兒園教師的專業圖像而言，往往受到時空限制的影響而鮮少有多餘的時間與精力在工作之餘從事專業發展。此外，在個人休養與維繫家庭連結的考量下，許多教師也視課餘時間的夜間或假日專業成長之管道為畏途。更甚者，研習時間不足或討論主題無法引起教師學習興趣，致使大多數教師也不太情願更深入地與他人共同從事專業成長、互動與溝通，遑論分享彼此的教學生活史或建構優質的教學理念。因此，本文針對前述教師在專業發展上所面對的困境，結合網路社群的概念來思考此問題之解決方式，藉由網路社群的象徵符號圖像來轉化人類的實體存在，並支持人群跨越時空限制而以虛擬方式來接合彼此的觀念或思想。網路社群的建構，可以有效地協助幼兒園教師在專業發展上的優
勢，也可開啟其專業發展的數位學習空間，形塑多元參與的數位學習環境以彰顯教師主體性的專業實踐。為了鼓勵幼兒園教師可以運用網路社群來增進其專業發展，本文提出三項建議以為參照，即提升教師資訊素養並連結數位學習的參與、融入支持性的合作網絡以提高教師學習動機、增進教師在網路社群中的主體性發聲與實踐。

Profession is the basic responsibility of teachers in the contemporary time. Teachers must to be the knowledge actors for mastering their teaching pedagogies and engaging in loving students. On the mapping about professional configuration of kindergarten teachers in Taiwan, their professional development limit by the impression of space and time. Many teachers were afraid of professional development in night or weekends because of their consideration about individual rest and connection of housekeeping. In addition, teachers were unwilling to interact with others to advance their professional development due to their little time for studying or fewer interests in learning topics. Though kindergarten teachers wanted to devote themselves to the professional development, they had few channels to do it. Therefore, this article focused on the development of information technology and the concept of network community to articulate virtual interaction connecting with personal interactions to solve this problem. Network community transformed the realistic interaction into the symbolic one, changing the limitation of space and time to articulate everyone idea and thought. Network community could help kindergarten teachers develop their profession and open their digital learning space, constituting multiple participating environments to empower their subjectivities. Finally, this article proposed three suggestions to help network community integrated into teachers’ professional development, including promoting teachers’ information literacy to connect digital learning engagement, integrating cooperative network into professional development to advance their learning motivations, and helping teachers’ subjective voices and praxis in network community.