本研究採用個案研究法，對五位「學習共同體」前導學校的教師進行研究，探討其參與「共同備課」及「議課」的經驗及感受。研究發現，個案教師因學校推廣「學習共同體」而進行「公開授課」，從中體會「共同備課、議課」的美好經驗且獲益良多；但若非為了「公開授課」，則將受到學校原有專業成長氛圍之限制，與希望藉由「共同備課、公開授課／觀課、議課」來進行專業成長的理想有許多差距。

A case study was used in this research, which includes five teachers from five pilot elementary schools implementing the practices of the collaborative planning of lessons and the extensive discussions after the instruction. The research results indicated that these fi ve pioneering teachers got wonderful experience from their “collaborative lesson planning” and “lesson discussions”. Without public instruction, teachers’ professional development was restricted by school culture, and there was a gap between the ideal and reality of learning community.