| Summary: | 碩士 === 銘傳大學 === 教育研究所碩士在職專班 === 104 === This study aims to investigate the ongoing development of inter-school elementary school teachers’ professional learning community (PLC) in New Taipei City called MET inter-shchool PLC. To develop a holistic understanding of the process undertaken by the members in the inter-school PLC, a case study approach is taken. And with the literature base, the analysis includes three elements: ongoing development progress of the inter-school PLC; teachers’ sustained willingness of participation; the impact, roadblocks and strategies of PLC. Data are collected through interviews of participants, participant observations of PLC meetings, and analysis of inter-school PLC documents. Five participant teachers are interviewed, including two community leaders and other three participant English teachers, who have been in this group more than five years. As for participant observations, the researcher engages in the activities by attending all meetings, workshops, and professional development sessions on Facebook. Thus, these gathered data enable the researcher to develop a deep understanding within the context of an inter-school PLC. The findings of this study are as follows:
1. MET inter-shchool PLC includes various and customized operation practices, and this community is developing into a PLC of teacher autonomy.
2. Based on teachers’ professional development needs, various member sources, the effects and social supports from MET inter-shchool PLC, participants develop high willingness of sustained participation.
3. MET inter-shchool PLC imporves teachers professional development and learner achievement, and it also has positive influences on participants’ school. Moreover, some challenges for MET inter-shchool PLC have been solved, but some are not.
The findings of this study ultimately carry implications for the education administration authority, administrators, teachers and further study on PLCs.
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