研習活動往往被視為教師專業發展及推動教改的重要媒介，然而傳統研習活動的效果卻屢遭質疑，其中又以官辦研習所受之批評最甚；據此，本研究旨在透過實徵資料及相關理論來探討體育教師與研習有關的學習及其應用之間的連結。本研究採多重個案研究設計，透過訪談及參與觀察來蒐集與八位個案教師專業發展有關的生命史，並藉由紮根理論來進行跨個案分析，來獲得解釋其專業學習與工作之關聯的研究結果。分析結果發現，因為受到種種原因的影響，研習辦理者似乎未能或無法考慮到知識轉化的複雜性，所辦理之研習仍多為接收式；個案教師及其所接觸之實務教師，或因缺乏理論轉化之協助與時間，已然形成一種趨實務避理論的心態；但若以學習歷程的觀點來檢視，研習活動有效性之評斷並非取決於內容之屬性 (理論或實務)，而是研習參與者能否從中獲得有意義的學習。整體而言，教師能否透過研習學以致用牽涉到許多因素，欲改善此「學」與「用」之落差，有賴決策單位、研習機構及學校教師的共同合作，並始於各方對學習與應用歷程的瞭解。

In-service training courses are important means for both teachers’ professional development (PD) and governmental policy implementation, though the effectiveness of such courses has often been criticised. This study aimed to explore the relationship between Physical Education (PE) teachers’ learning within and learning application after their participation in in-service training courses relating to educational changes. PE teachers’ life histories relating to their PD were collected through interviewing and participation observation. A cross-case analysis was done by following a set of grounded-theory methods. Case teachers reported the PD course provided were mainly received-model, and preferred practical to theoretical courses. The difficulty of put theories into their teaching practices was a main reason for such preference. Therefore, the criterion to evaluate the usefulness of PD courses should be neither theoretical nor practical but if meaningful learning experiences are provided. The factors that influence PE teachers leaning application are interrelated. To bridge the gap between PD courses and PE teachers’ teaching practice requires efforts from both the providers and the learners.