本研究以Maffesoli提出的「美學社群」( aesthetic community ）為概念，闡述教師美學社群於教師教學場域的影響與助益，並對8位教師進行深度訪談，以探究教師美學社群的型態、影響及助益。本研究歸結出教師美學社群的形成因素為需要他人的教學建議、交換生活資訊、紓解壓力及在臉書上的共聚等；其特質要素為情感的分享、集體連結感受的共有，以及日常經驗的分享；而美學教師的非正式學習除了可以習得專業教學知識之外，亦可以從與他人的互動中促使自我的反思。根據上述可歸結出：一、教師專業學習的管道多元，非正式學習更能適時、適地、適性；二、適時的舒壓與穩定的情緒能夠增進教師的專業性；三、教師在美學社群中能藉由情感分享及集體感受共有，而促進增能；四、教師之間日常經驗之分享有利於教學氛圍；五、教師美學社群能激勵彼此專業學習增進，並促進自我反思等結論，最後針對研究結論提出建議。

The thesis is based on Maffesoli’s concept of the aesthetic community to explore the teachers’ teaching in the school. Eight teachers were interviewed in this study in order to analyze the influence from the teacher’s aesthetic community. The outcome of the analysis can be divided into three parts. Those are the forming, the characteristic as well as the advantage of this kind of the community. The forming of the teacher’s aesthetic community is that some teachers need the teaching suggestions from other teachers. Furthermore, they can exchange the life information and release the pressure in this kind of the community. Besides, some teachers could he one member of the teacher’s aesthetic community by joining in the facebook. The characteristic of this kind of community is that teachers may share their emotions with others and get the connected feeling in this community. They also share their life experience with each other. More importantly, the advantage of this kind of the community is that teachers can attain the informal learning knowledge through the teachers aesthetic community. And teachers not only enrich their professional knowledge in this community, they can also reflect the self by interacting with other teachers. The conclusion reviews the research findings and offers related suggestions.