專業陪伴的大學教師，決定以「國小低年級體驗式寫作教學」為社群探討的主題，而任 教中高年級的老師因為跟著李老師參與社群的時間較久，乃繼續由李老師帶領，探討數 位寫作的設計（PLC-20120216）。
討論，提供教學者正向的經驗，亦間接喚起組織或團體成員的起而效尤，陸續投入課室 觀察的嘗試（Atkinson & Bolt, 2010）。
陳鳳如（2002）。教育實習輔導制度的新典範─實習教師、實習輔導教師與實習指導教 師的協同行動研究。論文發表於九十一學年度國立台東師範學院主辦之「2002 年九 年一貫教育改革」研討會，台東市。
許麗齡（2001）。21 世紀護理臨床教育。醫學教育，5(1)，61-69。
Atkinson, D. J., & Bolt, S.(2010). Using teaching observations to reflect upon and improve teaching practice in higher education. Journal of the Scholarship of Teaching and Learning, 10(3), 1-19.
Callahan, J. L., & Martin, D.(2007). The spectrum of school-university partnerships: A typology of organizational learning systems. Teaching and Teacher Education, 23(2), 136-145.
Goodlad, J. I.(1988). School-university partnerships for educational renewal: Rationale and concepts. In K. A. Sirotnik & J. I. Goodlad (Eds.), School-university partnerships in
action: Concepts, cases, and concerns (pp.3-31). New York: Teachers College Press.
Goodlad, J. I.(1995). School-university partnerships and partner school. In H. G. Petrie (Ed.),
Professionalization, partnerships, and power: Building professional development schools
(pp.7-22). Albany, NY: State University of New York Press.
Stallings, J., & Kowalski, T.(1990). Research on professional development schools. In W. R. Houston (Ed.), Handbook of research on teacher education (pp.251-266). New York: MacMillan.
Teitel, L.(2003). The professional development schools handbook: Starting, sustaining, and
assessing partnerships that improve student learning. Thousand Oakes, CA: Corwin
