本研究以國小教師專業學習社群推行教師主導教學觀察（TDO）之歷程作為焦點，以南投縣前瞻國小（化名）為對象，透過參與觀察、半結構式訪談、資料文件分析等方法，進行個案研究。本研究之重要發現如下：從探究學生學習問題上，促發成員個別的主導性，進而主導自己的TDO公開授課；整合TDO的團體和個人模式，可獲致更多發展優勢；共享價值的建立和運用雲端共用、LINE通訊軟體，可以增加社群成員的參與程度；透過推行TDO公開授課的蒐集觀察資料和教學改變，社群成員成為真正的教學夥伴。

The case participants of this research were an elementary school teachers’ professional learning community in Nantou County. The purpose was to focused on the process of this community implementing public lessons by Teacher-Driven Observation （TDO）. Throughout the research, participant observation and interviews were conducted and qualitative document were collected. Through data analysis, the main conclusions were summarized as follows： 1. For exploring students’ difficulties, the members of the learning community raised their individual subjectivity of teaching and dominated their own public lessons by TDO. 2. There would be more advantages to integrate group and individual mode of TDO. 3. It increased the members’ participations of TDO by creating shared value and using shared cloud application and Line app. 4. The members of the community empowered each other through implementing public lessons by TDO. The partnership increased within the members of community, and the teaching changed by analyzing the data and evidence from classrooms.