教育部目前正積極推動教師專業學習社群，本研究主要以一所偏遠山區部落國民中學推動教師專業社群的經驗，從文件資料、訪談與分享回饋資料進行分析。此學校座落於台灣偏遠山區，每逢風災與水災學校附近聚落與聯外道路更加惡化。在教育部積極倡導之前，個案學校推動專業學習社群，已經形塑積極互動氛圍。本研究蒐集與學校相關之出版刊物，並訪談該所學校積極推動之主要教師—社群召集人，進行編碼與分析，為本研究之「經」。除此之外，研究者邀請社群召集人至大學為師資培育學生進行分享，師資培育生所提出的回饋資料，為本研究「緯」。根據上述的研究分析，整理並歸納該所學校推動生命教育的經驗，並省思教師專業學習社群與師資培育課程生命教育的實踐。

Teacher professional learning communication is initiated by the Ministry of Education and it’s a kind of program for teacher professional development. This research is a case study that focuses on teacher professional learning communication and life education implementation experience in one junior high school. The researcher used the document analysis and interview to collect the related data. This school is located in the far away mountain area, and it is belonging to culturally disadvantaged area. In addition, the researcher invited the leader of professional learning communication in this school to have a speech about life education for our pre-service teacher, and then the researcher analyzed the pre-service teachers’ reflection and feedback after the speech. According to the above research analysis, the researcher reorganizes and induces the professional learning communication experience in this school, and reflects the life education in teacher education.