本文藉由數學教師學習社群進行專業對話發展狀態的探討，進而形塑專業對話層級。以質性方法進行探索性研究，對三個教師團體的原案、文件等進行討論與分析，經由兩階段共10次的研究討論形塑出四個面向、五個層級之教師學習社群專業對話層級表及其實質內涵，並且邀請原教師團體的一些成員進行檢核。研究結果除了呈現教師學習社群專業對話層級表外，並進行三點討論：一、因社群的特性與運作不同會導致對話層級有差異；二、藉由「學習架構」與促進者角色可促使參與者產生高品質的對話；三、有理論資料才能增加對話深度，由參與者提供才能形成主動學習。

This research is to develop professional dialogue model based on the observations on social interaction development among Teacher Learning Community. From the Quality perspective, we have used three original cases, documentation and other related materials to conduct our analysis. The analytical processes are done in ten discussion sessions within two phases. The study concludes a four-facet and five-level professional dialogue model and its respective contents. During these processes, some members from the original Teacher Learning Community are invited to examine and validate the results. The results of the research present not only the levels of professional dialogue model among Teacher Learning Community but also studies in following three areas: 1. Due to the different community characteristics and operation, the levels of dialogue will be different. 2. ＂Learning Framework＂ and role of facilitator can elevate participants to produce a higher quality dialogue. 3. With supporting facts, academic data, and research theories, the depth of the dialogue will increase. The participants will become more self-motivated if they provide these data.