本研究旨在探究大學教師參與專業學習社群之經驗，以了解大學教師參與社群動機，對其工作之影響，以及面臨的困境與相關建議。本研究採質性研究，以東海大學博雅書院為個案，透過訪談6位參與博雅書院的大學教師，與蒐集博雅書院文件資料，進行資料蒐集。經本研究資料分析結果得知：大學教師參與專業學習社群之動機包括大學教師個人興趣、開課需求、對關係連結之期待與為分享知識等內在因素，以及社群本身具聯誼性、多元性、共享性等外在因素；參與專業學習社群能夠增進大學教師教育專業知能並幫助大學教師獲得資源；主要困境為大學教師多元角色所造成之時間衝突；大學教師建議教師專業學習社群之安排應更重視非正式活動、增加高互動的進行模式、將專業學習社群納入校務發展的一部分並取得校方支持，以及安排專人輔導社群之運作以確保社群運作之品質。最後，依據研究結果提出相關建議，以供大學、大學教師及後續研究之參考。 The purpose of this study is to explore how faculty experienced a professional learning community. The research adopted interviews and documentary analysis. The major findings are as follows: the motivations of participating the community include internal factors, such as personal interests, lessons materials needs, expectation of the relationship with others, and expectation of knowledge sharing; and external factors, such as the sense of friendship, diversity, and the sense of sharing of the community. After their participation in the community, the faculty developed their teaching profession abilities and gained resources. The difficulties of participating in the community included role conflict, and time consuming. Their suggestions for PLC are: the informal activities should be emphasized, interactions among the members should be considered, and universities should provide supports and resources to faculty professional learning community. Based on the result of research, this study provides recommendations to university, faculty, and future research.
