長期以來，學校或教育局（處）辦理的教師進修活動，常邀請學者專家進行專題演講，著重新政策、新法規、新觀念或新方法的介紹。這類的進修活動，忽略了教師自身經驗的反省與檢討，以致於不易引發教師行動的改變。教師撰寫與討論「教室裡的故事」（案例）是一種重視教師記錄與反省自身經驗的活動，它有別於前述之進修方式，有其研究價值。 本研究以協同行動研究法探討國小教師記錄與討論「教室裡的故事」的歷程與結果，期待瞭解推展此活動的做法及參與者的評價。整個研究前後共進行一年。資料蒐集方法包括：團隊成員討論錄音、教師撰寫案例、參與者撰寫札記及蒐集相關文件等。資料蒐集後，研究者使用質性分析軟體Atlas.ti 協助分析，主要研究發現包括了：協助教師撰寫「教室裡的故事」之作法、教師撰寫的案例題材與策略、教師撰寫與討論「教室裡的故事」之困難、成果與評價。整體來說，教師肯定撰寫與討論「教室裡的故事」之活動。

Over the years, the teacher professional growth activities held by schools or the Bureau of Educational Affairs often invite scholars or experts to deliver keynote speeches concerning new policies, regulations, concepts or methods. However, those activities neglect the retrospection and reflection from the teachers' experiences, thus changes in teachers' actions are unlikely to take place. Writing and discussing "the stories of the classroom" by the teachers is an activity that puts emphasis on teachers' own experiences and allows teachers to reflect their experiences. This method is unlike the traditional methods, and is worth further studying. This study used the collaborative action research method to explore the process and outcomes of the recording and discussion by elementary school teachers, in order to understand the effective method to promote this activity and the participants' feedbacks. The research period was one year. Data were collected from team discussion and recording, cases writing by teachers, journals writing by participants, and related literature. Afterwards, qualitative analysis software Atlas.ti was used to analyze the data. The research findings included the approach to writing "the stories of the classroom," the themes and strategies utilized by teachers, the difficulties, outcomes and opinions of writing and discussion. Overall, teachers held a positive attitude toward this activity of writing and discussing "the stories of the classroom".