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Various strategies on teachers- learning have been exposed to uplift quality teaching. Unfortunately only few studies have been concerned with teaching and research connection. The present study aims at investigating how groups of English teachers utilize their teacher professional community (PLC) on integrating pedagogical content knowledge into conducting a CAR and how it enhances their competences through a reflective practice. Twenty four teachers with different teaching experience respectively were involved. Through dialogic, open-ended questions delivered electronically and were triangulated by in-depth teacher reflective journals. The data were analyzed analytically and descriptively by Sutton-s dialogic feedback process (2011). The study indicates that each teacher could gradually identify their strengths and weaknesses in their teaching-learning process. They reflectively described the problems in the CAR procedures. Regardless unsolved problems in designing and writing research proposal in particular, they found the training administered within a dialogic feedback framework inspired them to affectionately address their self-regulation through making meaning of their instructors- feedback. In addition, the dialogic feedback provision in the training shared them a better interpersonal and managerial skills in their teaching-research integration. To conclude, a systematic, dialogic, content-wise, and manageable PLC is highly recommended to reach quality teaching.