本研究旨在探究大學教授與學校團隊建立專業夥伴關係，形成專業學習社群之歷程、運作、影響，及其與教師專業發展的關係。研究場域選擇北部一所國小為個案學校，該校連續三年執行九年一貫課程與教學深耕計畫而組成參與團隊，一直以來和大學教授保持良好互動，後來任務逐漸轉型且持續運作（本研究稱為轉型團隊）。研究方法採個案研究取徑，資料蒐集方式包括現場觀察、深度訪談、焦點團體訪談、文件分析及研究者省思札記等。研究結果發現，實實國小團隊於深耕計畫結束後，仍擔負「實驗研究」功能，結合教育部推動專業學習社群計畫，聚焦於提升學生學習成效之目的，進行專業對話、觀察與省思，同步提升教學品質、促進專業發展。與學校互為專業夥伴的大學教授因為任職於花蓮，七年來大多以電子信件及電話互相維繫，親自到校則採分站式的對話與回饋，一方面提供深層的專業思維，另方面也將個案學校教師的專業成長帶回花蓮的小學與師資培育大學的教學現場，彼此交流城鄉經驗，連結理論與實務。

The current study is to explore the interaction and implement of the professional learning community between an university professor and school teams. Additionally, the study also focuses on the implement of professional development for teachers. The study was fundamentally a case study. The prime data-collection instruments used for this study were field observation, in-depth interviews, focus team interview, document and expand notes analysis. The findings from this study seem to indicate that school teams undergoing transformation has conducted experiments in order to promote students’ learning effects. Therefore, school teams undergoing transformation incorporates cooperative groups and the implement of professional learning community. The latter emphasize promoting teaching quality and enhancing professional development for teachers. Because the university professor served in Hualian, school teams had contacted with the university professor by electronic mails and telephones for seven years. The professor gave feedback to school individually and offered professional suggestions to school teams. Moreover, the university professors not only shared the research results with elementary schools in Hualian, but shared with the pre-service teachers in university, exchanged the experience between country and city schools and proved theories and practice.