社群網站的日益普及，提供教師非正式學習的參與途徑，並且改變教師專業學習社群的運作模式。本研究旨在分析一個發展學校本位課程並參與全國教學卓越比賽的任務導向Facebook社團，教師於與其他參與者的互動關係及該社團成員專業發展的狀況。本個案研究採用混合方法，以中部一所小學的教師Facebook社團共11位教師為研究對象，資料蒐集包含為期一年的線上發表討論、線上回應文字、實體聚會錄音、課程研發相關文件和教師晤談，並透過社會資本理論中的結構、關係、認知三大面向結合學科教學知識（Pedagogical Content Knowledge, PCK）架構進行資料分析。研究結果發現，此一社團的運作，以任務參與為運作導向，並以關係面向社會資本為主、認知面向社會資本為輔進行線上互動，結構面向社會資本影響則不明顯；領導者以規範作為關係面向社會資本來源，其他成員則以信任作為關係面向社會資本來源。此外，在教師專業成長上，雖在科學學習知識與科學評量知識層面的變化較不明顯，然而在追求達成任務的歷程中，建立Facebook社團有利於知識的交換與結合，以及對於科學課程知識的理解；且於成員間信任關係的支持下，有助於教師科學信念的改變。本研究的發現與建議可作為未來教師專業學習社群運用Facebook社團功能進行專業成長之參考。

The increasing popularity of social networking sites provides informal learning opportunities for teachers and opportunities to changes the way professional learning communities (PLCs) work. The purpose of this study is to analyze the interactions among elementary teachers in their Facebook (FB) group and to examine how such interactions promote professional development among these teachers. A mixed methods design that incorporates both quantitative and qualitative techniques was employed. Participants were 11 teachers in an elementary school in central Taiwan. Data collected for this study included posts and comments on FB, meeting recordings, curriculum documents, and individual interviews. Data were analyzed based on the theory of social capital and the concept of pedagogical content knowledge. Results indicate that the driving force of this FB group was goal-oriented. Among all the posts, relational social capital was the most used, followed by cognitive social capital. Structural social capital, however, was not found to be salient. The leader of this FB group performed by task norms and other members interacted by trust as the sources of relational social capital in the FB group. Although changes to teachers' knowledge of science learning and knowledge of science assessment were not salient, investigators of this study found that the teachers did exchange and combine knowledge so that they could enhance their knowledge of the science curriculum for the purpose of achieving instructional goals as well as enabling the transformation of teachers' beliefs of and orientation towards science teaching in the trust relationship between teachers. Implications of this study may be of importance to educators and policy makers who are interested in using FB for professional development among elementary teachers.

社會資本 ； 專業學習社群 ； 專業發展 ； 學科教學知識 ； 臉書社團

Social Capital ； Professional Learning Community ； Professional Development ； Pedagogical Content Knowledge ； Facebook Groups