過去，我們通常將教師專業發展視為是一種個體行為，而非集體行動，以致於忽略組織、社群、生態、文化因素對教師專業發展的影響，難以兼顧教師個人與學校組織的同步發展。在這樣的脈絡下，專業學習社群逐漸受到關注與重視，成為促進教師專業發展的平台。然而，對於專業學習社群的意義與本質，我們的瞭解相當有限。本文探討專業學習社群作為教師專業發展的實踐途徑，透過文獻評閱，釐清專業學習社群的概念，勾勒專業學習社群的主要特徵，並論述專業學習社群與教師專業發展的關聯，同時探討專業學習社群的動態發展模式。最後，討論專業學習社群的實踐策略，以作為提升教師專業發展的另類思考。

In the past, we often treated teacher professional development as an individual behavior, not a collective action. For this reason, we neglected the impacts of organization, community, ecology, and culture factors on teacher professional development, and then could not simultaneously give consideration to teacher development and school development. The issue of professional learning community has been an ongoing concern in the field of teacher professional development. However, we know little about the meaning and the nature of professional learning community. This paper attempted to clarify the concepts of professional learning community, to describe the key characteristics of professional learning community, to explore the teacher professional development in professional learning community, and to analyze a dynamic model that was explained the establishment of professional learning community. Finally, some strategies related to professional learning communities in order to enhance teacher professional development were discussed.