本文以合作學習做為教師專業發展的焦點，析論合作學習共同備課、觀課與議課的方法，期能幫助更多教師掌握學習者中心的教學要領，成為二十一世紀的專業教師。為促進合作學習的專業發展，學校應轉變成合作性團隊組織，亦即教師應在教室內實施合作學習，學校應組織合作學習教師社群，學區應建立合作學習支持團隊。在合作學習共同備課時，應兼顧學業目標與合作技巧目標，選用或設計適切的合作學習方法，並運用提示或提問來進行更妥善的教學設計。在觀課時，應兼顧「教師引導行為」、「學生小組組內互動行為」與「學生小組組間互動行為」等三個層面的觀察，以為課堂教室風景描繪更完整的圖像。在議課時，應先凝聚合作學習共同體意識，以協同問題解決做為議課主要過程，提供正向且具體的回饋來增進教師的自我效能。

This paper discussed how to enhance teachers’ expertise in cooperative learning by co-planning, observing, and reflecting on instructional lessons. In order for schools to improve the quality of instruct ion, they need to transform into cooperative schools or cooperative learning communities; namely, students work in cooperative learning groups, and teachers work in cooperative teams, as do district administrators, parents and experts. When teachers work collaboratively to plan lessons, they need to specify both academic objectives and social skills objectives, and use cooperative le sson planning forms or questions to make comprehensive decisions. The key dimensions of lesson observation should include teaching behaviors, and student social inte ractions within and between groups. During the phase of co-refl ection, team teachers could gain more expertise in using cooperative learning by the process of collaborative problem solving.