本研究旨在探討M大學教師專業社群成立之發展歷程、實施現況，以及成員的收穫、困境及建議。透過訪談5位教師及1位行政主管，以及以文件分析法分析蒐集而的M大學等相關文件，獲致主要研究發現，包括：社群成立之發展歷程有內、外部因素兩種原因；社群實施現況為：社群形成原因皆以共同背景之教師為基礎；教師參與社群動機多為增進自身教學知能，且多自願參與；社群主題皆與教學相關，而社群運作情形視主題而定；社群運作困境亦包括內、外部因素。研究結果亦包含社群成員之收穫、困境及建議，其中收穫有提升教學知能、專業知識的交流與實踐、看見教學盲點並改善問題、充分掌握學生學習情況、擴張人脈、促進同儕感情與互相打氣；困境為需排除其他事務、投入社群活動與誘因不再及導致窒礙難行；建議則包括社群主題須符合教師需求、放開心胸自主學習、增加經費與設立經費項目的彈性比例、辦理社群成功經驗分享之校際座談會，以及教學暨學習資源中心與師資培育中心應共同合作規劃教師專業發展的相關活動。最後，本研究依據研究結果提出具體建議，以供教育行政主管機關、個案大學、教師及後續研究之參考。

The purposes of this study were to explore the process of forming faculty professional communities, and examine the current status of the faculty professional community of the M University. The research methods adopted interviews and documentary analysis. The major findings are as follows: The process of forming community included external and internal factors; the current status of the communities included: the communities were formed by members from the same department or college, the motivations of participating faculty were to enhance their teaching skills and knowledge and the faculty participated in the communities voluntarily; the main issues of the communities were related to teaching and the operations of the community, the difficulties of the community included internal and external factors. In addition, the gains, difficulties, suggestions of the members are as follows: Their gains included: enhancement of their teaching strategies and ability; sharing of professional knowledge and teaching methods; better understanding of the needs and problems associated with student learning; a better relationship with colleagues. Their difficulties included: members must find free time to get involved in community activities. Their main suggestions are: the themes of community should be in accordance with the needs of the faculty; the university should provide more funding for community; the university should plan an inter-university conference to share successful experiences with each other; the Teaching & Learning Resource Center and Teacher Education Center should jointly plan the activities for faculty development.