校外實習課程是縮短大學畢業生學用落差問題的有效策略之一，然而，許多大學系所主管和教師，雖具備相關領域之博士學位或實務經驗，但對於課程銜接和實習課程的概念並不清楚，以致於在規劃與發展系所課程目標和校外實習課程時，難以有效地將校外實習與系所教育目標和內容銜接。本研究旨在經由教師專業學習社群之運作，探討系本位課程下之校外實習課程實施與精進方式，並透過不同學系之校外實習課程實施歷程與結果之討論，共同思考精進校外實習之具體內容和作法。本研究以個案研究和立意取樣方式，共邀請7個系科之主管、教師和行政助理參與社群，並進行了6次的社群討論。研究結果發現，校外實習教師社群的運作有組成社群和凝聚共識、校外實習焦點問題討論、和校外實習成果觀摩與討論等三個主要歷程。同時，教師專業學習社群對參與社群成員之影響包括：增進社群成員對校外實習相關辦法與規劃上的瞭解、增進社群成員對校外實習具體做法的理解，以及促進社群成員在推動校外實習上的反思。

As part of the university requirement in inquiry, every student must complete a practicum. This practicum course intended to provide students with an opportunity to engage in a real life learning experience whereby they link and apply the theoretical knowledge to the field, also closely collaborating with other students and faculty. However, many universities lecturer or Head of the Department are critically reflective professionals. But there is still a gap with the curriculum connection and integrated practicum course plan. Therefore, the purpose of this study was to explore the practicum implementation and enhancement of department- based curriculum by the operation of faculty professional learning community. In this case study purposive sampling as a tool for informant selection, were invited seven faculties of directors, teachers and administrative assistants to participate in the community, and the community held discussions six times. The results indicated that the operation of the course teachers, including the composition of the community, the community consensus about internships, focus of discussion on internships, review and appropriate discussion of results of observation. At the same times, teachers involved in the community for community members affected, including: (1) Enhance the understanding of the community members planning and management related to practicum, (2) Promote community members to understand the specific practices of practicum, (3) Strengthen community members’ reflection on practicum experience.