國內於社區發展脈絡下之研究，不論是理論和實務面，「社區工作」與「社區成人教育」之間的連結與互動尚不明顯；其中關於社區工作者專業或核心能力之探討受到重視，惟對於工作者角色的論述仍需要整合性的觀點歸納，並且仍需要由國外研究文獻與實務中借鏡與學習。本研究以文獻分析探究社區工作和社區成人教育兩者對於專業工作者的理念與行動，以工作角色及相互整合的可能性為探討核心，並對於社區專業工作者的核心能力進行思辨。研究發現社區工作者與社區教育者在工作特性與工作角色上，於文獻歸納後可分別用類型模式、發展階段歷程、與合作網絡觀點這三大類別進行論述。而社區成人教育文獻中著名的英國利物浦教育優先區（簡稱EPA）計畫與經驗提供一項社區工作者角色典範的反思。因此本研究認為社區成人教育者應有典範移轉－包括「專家介入」的時間空間之動態思惟，及能隨著發展的歷程而形成工作角色的「權變」；且社區專業工作者應具備共同的視野—以社區為本，以「人」和「學習」為主體，並強化態度面與人格特質的培養。

In the context of domestic community development, the theory and practice of ＂community work＂ and ＂community adult education＂ still lack integrated dialogue and discussion. Recently, core competencies of professional community workers have received more attention. However, the discourse in their work roles still needs an integrative view through the analysis of foreign literature and practice. This paper analyzes the literature to explore conception and actions of community work and community adult education for the professional community work roles and the possibility of mutual integration. Besides, core competences for professional community workers were speculated. Study found that the work roles of community workers and community educators based on the work characteristics can be compared and divided into three categories, including typology model, stages of community development process, and community cooperation networks. A notable literature in adult education on the Liverpool Education Priority Area (EPA) project and its experience provided a reflection on the paradigm of community work roles. Therefore, this study suggests that community adult educators should move toward a paradigm shift, including dynamic thinking of expert intervention and a contingency approach in the work roles through community development processes. In addition, professional community workers should have the common perspective in a community-based, people-centered, and learning-centered vision.