本研究旨在探究跨縣市國中英語教師專業學習社群運作歷程與教學實踐。研究目的有三： 探究跨縣市國中英語教師專業學習社群( 一) 成立背景、參與動機與核心價值。( 二) 運 作方式與遭遇挑戰。( 三) 核心成員之教學實踐。研究方法採取個案研究法，研究對象為 來自全國不同縣市，自發成立、經營，持續參與跨縣市國中英語教師專業學習社群的七 位國中英語科個案教師。研究結果發現：( 一) 教育部和教育局行政支持跨縣市教師專業 學習社群運作，促進參與教師的專業成長。( 二) 各地方國教輔導團的支持，促進跨縣市 教師專業學習社群成功運作和永續發展。( 三) 跨縣市教師專業學習社群運作歷程，有助 於核心成員精進教學策略，促進師生共好。最後，依據上述研究結果提供具體建議，俾 供教育行政機關、國中行政人員和教師，以及未來後續研究之參考。

This study investigated junior high school English teachers’ implementation process and teaching praxis in the Professional Learning Community (PLC) across counties in Taiwan. There are three specific aims: (1) To explore the background and core values of PLC and participants’ motivation. (2) To define the implementation operations of PLC and their challenges. (3) To record PLC core members’ teaching praxis. Our study subjects were seven junior high school English teachers across various counties who had established and consistently maintained PLC in Taiwan. The main results of this study are as follows: (1)Administrative support from the Ministry of Education and the Education Bureau substantiated the across-county operation of PLC, which in turn promoted the professional growth of the participating teachers. (2) The success of the across-county PLC was due to the interactions and sustainable development of the local PLC. (3) The implementation progress of the across-county PLC helped the core members improve their teaching strategies, and promote the common good of teachers and students. From these key results, this study also provides specific suggestions for educational authorities, junior high school administrators, school teachers and future researchers.