本研究旨在探討教師在參與國科會專案型計畫中，為了研發新興科技課程與實施探究式教學，所建構出的教師專業學習社群及其互動所形塑之專業領導歷程。資料蒐集係透過13位參與計畫教師進行訪談、焦點團體討論及文件分析法。本研究以專業學習社群中的實踐系統作為研究理論分析架構，並以在實踐系統中歸納出協同合作、專業發展、課程與教學創新三個子系統為發展主軸，進一步分析教師們在專業學習社群中如何分享、合作以及共同發展課程，並實施創新教學活動。根據資料分析，發展歷程可區分為「探索─規劃─研發」及「磨合─實踐─發展」兩階段，在不同的發展階段中，教師在上述三個實踐子系統中亦出現不同的表現：(1)協同合作：從強調完成團隊既定目標轉變為檢示自我在社群的角色定位；(2)專業發展：從需引進專家學者強化知能轉變為能進行教學演示並推廣創新課程；(3)課程與教學創新：從以符合「探究式教學法」理論為導向轉變為以改變學生學習模式並進而提升學習成效為導向。本研究藉由分析教師成員在社群互動中研發科學課程知識的發展歷程，做為教師專業發展、課程與教學創新和社群運作改進之反思與參考。

From 2006 to 2010, the vocational high school in this study joined a national science education project and developed an innovative biomass energy curriculum. This study aims at investigating the professional learning community formed by 13 teachers involved in the project, especially the process of creating and developing professional leadership through their interaction. Research methods include interviews, focus group discussion and documentary analysis. Data analysis shows that the process of developing the learning community can be divided into two stages. The former one can be described as “Exploration-Planning-Research” and the latter one is “Coordination-Implementation-Development.” Some changes can be found between these two stages and they are as follows: (1) Collaboration: The focus of the learning community shifted from an emphasis on achieving the goals of the team to an individual reflection on his/her role in the community. (2) Professional development: In the beginning, the community members relied on the professionals to strengthen their capacity, and gradually they were able to give teaching demonstrations and promote the innovative curriculum. (3) Curriculum Innovation: At first, the teachers managed to follow inquiry teaching approach closely, and then they found it more important to change students’ learning styles in order to enhance their learning results.