本研究旨在探究幼兒園教師專業學習社群在一所獲得教育部教學卓越金質獎之國小附設幼兒園（匿名為能源國小附幼）的發展歷程，以質性研究為主，透過訪談、文件檔案及觀察手札，進行資料蒐集與整理、歸納和分析，獲得研究結果如下：一、能源國小附幼教師專業學習社群之發展歷程分為三個時期，依序為「萌發期」、「滋養期」及「茁壯期」。二、能源國小附幼教師專業學習社群之運作動力可分為三種類型，包含有「行政機關資源」、「學校組織資源」及「教師個人資源」。三、能源國小附幼教師專業學習社群之專業成長共分為三大面向，分別是「專業知能」、「專業技能」及「專業態度」。根據上述結論，本研究提出對學校和教師之建議。

This research aims to investigate and narrate the development of a preschool teacher professional learning community, and takes an energy education award-winning Elementary School Affiliated Preschool as an example to discuss the development of the professional teachers' learning community. This research is primarily based on qualitative research. By means of interviews, documentation, and observation notes, data was collected and organized, and the obtained research results are, as follows: 1. The development of the professional teachers' learning community at the Energy Elementary School Affiliated Preschool is categorized into three periods, namely the “sprout period”, “nourish period” and “thrive period”. 2. The operational motivation for the professional teachers’ learning community at the energy education award-winning Elementary School Affiliated Preschool is categorized into three types, namely “administrative agency resources”, “school organizational resources” and “teacher personal resources”. 3. The professional growth of the professional teachers’ learning community at the Energy Elementary School Affiliated Preschool is categorized into three major dimensions, namely “professional knowledge”, “professional skills” and “professional attitude”. Based on the conclusions, this research proposes suggestions for schools and teachers to establish professional teacher learning communities.