The issue of teacher capacity building is perhaps one of the primary challenges educators are facing today.To date,most research reported that professional learning communities(PLCs)are effective in changing teaching culture and teachers' perception,but the role PLCs play in enhancing teachers' professional capacities to transform classroom practices is scarcely explored.To address this gap,we used the qualitative case study method to investigate how technology-mediated curriculum innovation,which is brought forth via the mechanism of inter-school PLC,can promote teachers' lesson design capacity and classroom teaching skills.Drawing mainly on observations and teacher interviews,we depict a primary school science teacher's learning trajectory as he participated in collaborative lesson designs,classroom enactments and post-lesson reflections.Influences that mediate the interplay between fidelity of planned lessons and classroom adaptation are examined.Our findings suggest that structural impediments(time and technical constraints)and pedagogical dissonance(between experimental teacher and instructional leaders; between subject content and learning process)are two main reasons that contributed to divergences in planned and enacted lessons.We proposed a refined theoretical framework to include 'community'(participating actors within and beyond the school)as an important component in situating teacher – curriculum relationship within a cross-school PLC context.