本研究運用系統性文獻回顧國際教師社群的研究成果，以收錄於WOS核心資料庫為範圍，共納入1309篇論文進行分析，利用VOSviewer、Histcite軟體進行文獻計量分析繪製知識圖譜，並與臺灣期刊論文索引系統收入的180篇教師社群文獻做比較分析，文獻時間範圍皆為1948年至2022年，研究結果顯示若以歷年文獻發表量及LCS引用數分析，可分為四個階段，分別為「教師社群的建立期」、「教師社群的成長期」、「教師社群的震盪期」與「教師社群的精進期」，在建立期的研究是屬於較發散式，影響力最深的文獻在成長期與震盪期，尤其震盪期文章大多屬於回顧型文獻，涵蓋許多重點文獻。教師社群之知識基礎之經典文獻，皆以學生學習成效為關注關鍵，且都提及教師社群可以提升學生學習成效；研究熱點為：「專業學習社群」、「專業發展」、「學習社群」，「知識」、「領導」、「合作」、「師資培育」；研究前沿為「認知」，「效能」、「經驗」，「知識」、「框架」。未來臺灣教師社群可朝向「領導、教師專業知能、教師認知、教師效能、教師經驗、教學框架」。以下為本研究實務建議：一、分析領導功能，並以分佈式的教師領導發揮協作互相分享與共同成長；二、教師可多利用雲端平台分享具體教學活動，取代口頭性溝通；三、加深數位社群運作，進行同儕提問與交流回饋，檢視及澄清教學迷思觀點，並關注學生學習成效落實社群成立目的。

This research uses a systematic literature review to examine the results of global teacher community. By taking the WOS core database as the foundation, a total of 1309 papers are included, used VOSviewer and Histcite software to conduct bibliometric analysis and draw knowledge maps. In addition, the research puts the results into a comparison with a total 180 papers of teacher community literature, which are included in the Taiwan Journal Paper Indexing System. All literatures are from 1948 to 2022.
The results show that literatures can be divided into four stages, based on the numbers of literatures publication and LCS citation. “The establishment stage”, “The growth stage”, “The dynamism stage”, and “The refinement stage.” In the establishment stage, papers are more divergent. Growth and dynamism stage are the most influential. Especially, most papers in the dynamism stage are retrospective and contributing crucial information.
The classic literatures of teacher community’s knowledge base all focus on students learning effectiveness, and all mention that teacher community can improve students learning effectiveness. Research hotspots are: “professional learning community”, “professional development”, “learning community”, “knowledge”, “leadership”, Cooperation”, and “Teacher training”. Research fronts are: “cognition”, “effectiveness”, “experience”, “knowledge”, and “framework”. Taiwanese teacher community can be directed towards focusing on leadership, teacher professional knowledge, teaching effectiveness, teachers experience, and teaching framework in the future.
In conclusion, this research proposes following suggestions: 1. Analyzing the leadership function, and using “Flat-Headed” leadership to collaborate and grow together. 2. Teaching experience sharing activities replacing verbal communications, and teachers using cloud platforms to establish the co-preparation system. 3. Enhancing the operation of digital communities, executing peer questions and feedbacks, reviewing and clearing teaching blind spots, and paying attention to students learning results to fulfill the purpose of teaching community.

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