Purpose: The purpose of this project was to explore the developmental stages of a community of practice (CoP) and its impact on teachers’ professional learning. Methods: Eight physical education (PE) teachers and one professor participated in this project, which specifically examined a CoP focused on PE (PE-CoP). Interviews and observations, as well as a focus group, were used to collect the data, which were analyzed through a constructivist revision of grounded theory. Results: The PE-CoP, which shared the same teaching model, progressed rapidly in its early stage by providing the teachers with collaborative activities to develop innovative pedagogies. Learning from the existing members was then added as a main type of professional learning for the teachers. The PE-CoP, however, gradually lost its collaborative approach, which led to ineffective professional learning. Conclusions: Finding an optimal balance between retaining focus on the primary goal of creating a CoP and offering fresh activities for more experienced members was determined to be a key factor in making the community healthy and sustainable.

目的：该项目的目的是探讨实践社区（CoP）的发展阶段及其对教师专业学习的影响。方法：八名体育教师和一名教授参与了该项目，该项目专门研究了以体育为重点的 CoP（PE-CoP）。通过访谈、观察以及焦点小组来收集数据，并通过对扎根理论的建构主义修正进行分析。结果：共享相同教学模式的PE-CoP通过为教师提供协作活动来开发创新教学法，在早期阶段进展迅速。然后向现有成员学习被添加为教师专业学习的主要类型。然而，PE-CoP 逐渐失去了协作方式，导致专业学习效率低下。结论：在继续关注创建 CoP 的主要目标和为更有经验的成员提供新鲜活动之间找到最佳平衡被确定为使社区健康和可持续发展的关键因素。