| 英文摘要 |
The purpose of this study was to explore how professional learning community on problem-based learning (PBL) was processed by teachers, department and faculty structures, and how these structures affected teacher perception of the PBL implementation process in their classrooms. Purposive sampling was chosen as the preferred method. About 12 teachers from the department and faculty engaged as learners in the PBL faculty professional learning community, and the community held discussions six times. The findings illustrate that the operation of faculty professional learning community includes the composition of communities and the community consensus, non-focused teaching demonstration and discussion, and focused classroom observation and feedback. At the same time, the effects of faculty professional learning community include: (1) enhancement of the understanding of the community members on PBL, (2) encouragement of community members’ use of PBL, (3) strengthening of community members’ reflection into their teaching and using PBL process. |
