一起學習、一起領導：專業學習社群的建構與實踐

In facing with challenges from the impacts of globalization and educational reform, organizational learning and teacher leadership have become the important strategies for school reculturing. Nevertheless, it is still questioning whether teacher professional development can be aligned with shared leadership and whether these collective efforts can enhance teachers' professional development and quality of teaching. In effective response with endless educational reform policies, concerted action with emphasis on professional leadership has been created. One of the examples is the construction of a professional learning community (PLC). The concept of PLC promotes shared visions, learning together, leading together, and shared practice. It is evolved to improve teaching quality with collective focus on student learning. As teachers learn and lead together, school structures and culture can be changed by the bottom-up action. Since the concept of PLC is new to Taiwanese readers, this article has two purposes: to explore the meanings, characteristics, and relevant literature of PLC, and to deliberate the possibility of applying this shared practice into the Taiwanese school context. By the introduction of PLC, this article may inspire educators to ponder new ways of implementing educational reform mandates and bring changes to school settings.