| dc.description.abstract | Nowadays, constructing and operating a Teacher Professional Learning Community for promoting teachers’ teaching qualities, but most of the operational effectiveness of the teacher community has not yet been recognized by teachers and has not shown its effectiveness. Therefore, the effectiveness of teachers’ participation in the community can be better understood through researching teacher’s participation in identity. In light of this, the purpose of this study focuses on an alternative community learning phenomenon: interdisciplinary community, which impacts on participants’ learning. From the perspective of “Legitimate Peripheral Participation” in “Situated Learning,” it is to analyze the course of the learning in interdisciplinary community of a junior high school English teacher and to explore the learning impact of the participation effect. The object of this study is an English teacher of a junior high school in Taoyuan City. Based on field observation and in-depth interview data, it is to analyze the occurrence and course of interdisciplinary community learning phenomenon in the teaching career of the case. Furthermore, using “Motivation and Identity” as a conceptual tool, this study describes three processes: first, through the description of teaching transformation by the case, how to step on an interdisciplinary community to learn will be discussed; second, to explain the case from the surroundings to the core appearance of participation in the interdisciplinary community learning; finally, the impact of the case on teacher identity changing for learning after participating in the interdisciplinary community will be explored. By analyzing the course of the case learning in the interdisciplinary community, this study has three contributions for Teacher Professional Learning Community. Firstly, consider the concerns, voices, and ideas of community members, which is to explore the value of participation in learning of a community. Secondly, the situated creation of a friendly open and diverse interactive of a community learning makes learning be a free, open and multiple learning values; lastly, multiple learning process, so that community members can continue to learn in other field, and to achieve sustainable self-learning. | en_US |