本研究以一所國中為個案，探討專業學習社群（professional learning communities）在教師專業發展評鑑此項人造物（artifact）結構的中介下，所歷經的發展歷程及其展現的特徵。透過觀察、訪談及文件分析，研究發現教師專業發展評鑑提供了累積社會資本及進行任務導向協同學習的機制，促發學習社群的生成。在個案學校中，有五個學習領域以積極行動者角色，呈顯學習社群特徵，進入「對話與分享資訊」的初始階段或進而達臻「行動與實現願景」的執行階段。在兩階段中，均可看到分享性領導、共同價值與願景、以及集體學習與實務分享，只是隨著階段之發展而愈趨成熟。另行政支持、信任與合作夥伴關係是跨越不同階段，社群得以運作的支持性條件，而行動者的積極性，累積學習社群形構所需之社會資本，亦是關鍵。歸結本研究所得，除可提供吾人瞭解專業學習社群在教師專業發展評鑑實施歷程中的運作情形，對於社群在有效推動教師專業發展評鑑中的重要性，亦具啟示作用。 A case study was conducted, using one junior high school, to explore the development of professional learning communities (PLC) mediated by Teacher Evaluation for Professional Development (TEPD). Through the methods of observation, interview and document analysis, it was indicated that TEPD, as a school artifact, propelled the development of PLC through the accumulation of social capital and the task-oriented collaborative learning. In the case school, five learning areas as active actors exhibited characteristics of PLC. Two stages can be distinguished, including the initiating dialogue and information sharing as well as the implementing action and vision materialization. Shared leadership, common values and vision, and collective learning and practices sharing were observed in the two stages, with higher maturity when PLC proceeding from stage one to stage two. Besides, supportive conditions of administrative support and the partnership of trust and collaboration among teachers were found across the stages. Actors’ agency to accumulate needed social capital for learning community also plays a significant role. The study brings us the understanding with regard to how PLC operates while launching TEPD and pinpoints the significance of PLC for the success of TEPD policy.
