本研究旨在探討苗栗縣特殊教育巡迴輔導實踐社群成員，透過合作與反省的行動研究對其信念及專業發展之影響，其目的有三：一、瞭解巡迴輔導實施的現況與專業發展的困境；二、瞭解教師實踐社群的意涵與優弱勢；三、瞭解本實踐社群如何透過行動的歷程提升專業能力與解決困境。本研究運用參與觀察、半結構問卷、非正式訪談、文件分析以及研究劄記等進行一學期的探討。資料經三角交叉法驗證其可信度後，歸納行動歷程的重點如下。 一、澄清角色與確定方向：本實踐社群成員對於自身的角色與任務，經過摸索溝通，已從茫然、疑慮和認知衝突的情形，逐漸認同360度巡迴輔導的角色，並由文獻瞭解巡迴輔導不分類的趨勢與專業能力與人力不足的困境。 二、 瞭解與運用實踐社群解決困境：本實踐社群運用虛擬的知識管理系統、定期的工作會報與實體的互動，強化成員的溝通及落實績效管理，並藉虛擬及實際的專業對話，提升成員的專業能力與形象。 三、反思與善用專業人力，建立本實踐社群新的運作模式：經此革新，成員對於本實踐社群的認同提升，除順利取得專業的心評證照外，更規劃「職守人員」及援引「退休菁英風華再現」的退休特教人員協助本實踐社群的發展，向全方位巡迴服務的目標邁進。

This action research investigated the behavior and professional development of itinerant teachers’ community of practice in Miaoli County. It employed observation, interview, document and note to explore the influence of the itinerant teachers during one semester. There were three tracks in this study. The major conclusions throughout triangulation were as followed: 1. Clarify the role and direction. The members knew less and doubted about the mission of this team, but they gradually understood their own responsibilities and realized the problems and difficulties they faced by communicating with each other and reviewing literature. 2. Understand the community of practice and solve the problems. The members improved their abilities and accountabilities by using every function of practice community and Knowledge Management System. 3. Meditate the process and build new model of community of practice. The competence of members and identification toward the itinerant teachers’ community of practice through this action research was enhanced.