學習共同體是促進學校變革的重要取徑，其以學習為中心，除帶動師生成為學習者，致力於共學，也改變課堂實踐幫助學生自主學習。為了解教師在參與學習共同體變革的歷程中，所關注的是什麼，本研究以「關注本位採用模式」為視角，進行一所國中之個案研究。透過訪談、文件分析與觀察之資料蒐集，發現因應學習共同體之方案特性，教師在實作過程中展現的關注，雖具發展性，然有不同類型的教師關注在方案各實施期中以類似強度共存的現象。準備期中的定向與準備出現自我關注；摸索期的機械式使用及開展期的例行性使用，則各皆同時存在任務與影響關注。而上述三類關注在不同方案實施期中，有著相異內涵的呈現。綜觀本研究所得，除可增添教師關注學術風貌的多采性，亦可提供學校領導者了解如何掌握教師面對變革的感受與關心的事務，從而運用適當策略落實創新方案。

Learning community is a vital approach for school change. Based on the learning-centered philosophy, it aims to trigger learning together in schools, as well as to flip the classroom for the enhancement of students’ learning autonomy. To explore what teachers are concerned in the process of implementing learning community, the study used the concern-based adoption model as an analytic perspective. A junior high school was involved in the present study. Interview, document analysis and observation were used for data collection. It was found that teacher concerns demonstrated the developmental nature. However, the same types of teacher concerns appeared with similar intensity in the same stage of program implementation. In the stage of preparation, concern of self was present. But, in the stage of trial and development, concerns of task and impact coexisted. It was also noted that the three types of teacher concerns vary in content for each of the three stages. To sum up, the findings of the present study made great contribution to the body of research in the teacher concern field. Additionally, the results of the present study also provided implications for school leaders to employ appropriate coping strategies.