此研究旨在探討教師以自我學習者的觀點敘述轉化學習如何在教師讀書會中發生。八位嘉義地區的讀書會的教師同意志願參與此研究。讀書會包括五位英文教師、一位化學科教師、一位音樂教師以及一位輔導教師。他們已經參與此讀書會有的長達十六年，短至一年。 此個案研究採用下列資料收集方法：一、非正式的觀察與訪談；二、團體訪談；三、半結構式的個人訪談；以及四、有關文件與紀錄。教師在讀書會產生的概念發展、學科發展、認知發展和理論發展顯示出轉化學習教師讀書會中發生。

This study intends to explore how transformative learning may occur in a teacher study group from teachers' perspectives as self-directed learners. At the selected school, in addition to the principal, eight secondary teachers of the study group in Chia-Yi District agreed voluntarily to participate in this study. The group consisted of five English teachers, one chemistry teacher, one music teacher, and one guidance counselor. They have attended this study group for as little as one year and for as long as sixteen years. In collecting information on the teachers' perceptions of the research process, a number of instruments were available: group interviews, individual interviews, informal individual interviews, field notes, and documentary evidence. This study group involving teacher's conceptual development, pedagogical development, cognitive development, and theoretical development shows that transformative learning occurred in this group.