歷來，教育場域當中一直存在「理論歸理論，實務歸實務」的現象；同時，經驗教師在教育現場中，個人往往已發展出具暗默性、脈胳性、個殊性與不易改變性的實踐知識。本研究實地記錄一個研究者，導入「團體學習回饋」協助經驗教師，修正實踐知識與發展專業成長團體的歷程；本研究運用行動科學方法進入實踐現場，並以紮根理論的質性資料分析方法，進行整理資料；研究獲致的結論是：運用回饋協助經驗教師，發展專業成長團體，可從「團體討論內容與結構回饋」、「團體互動與行動回饋」以及「團體整體動力回饋」等三方面提供回饋。有效提供討論內容回饋，可促進成員「知的品質」；提供團體互動與行動回饋，可提升成員「行的覺察」；提供團體整體動力回饋；可提升成員「觀的視野」，此三者是本研究發現個體在團體中促進「知行合一」的重要能力。

There is always a discrepancy between practice and theory in educational area. At the same time, the experienced teachers have been developing some un-integrated practical knowledge which is implicit, contextual, individual and not easy to change. This study recorded a developmental process of the professional group for 15 times. In the process, the researcher intervened to help members to regulate their practical knowledge, to improving group development and to reduce discrepancy between practice and theory based on action learning feedback. This study analyzed the data based on grounded theory and researched three conclusions in the end. These findings were summarized as fellows. It is an effective method to provide groups feedback including members’ discussion contents, members’ interaction process and group process dynamics. The feedback of contents upgraded members’ knowledge, the feedback of group process improved members’ action awareness, and the feedback of group dynamics expanded members’ group vision.