近年來教育部積極推動教師專業社群、跨校社群，希望透過教師間的專業協同交流，將教師個人的專業知能提升，以提升學生的學習成效。「教師專業社群」是由一群擁有共同信念、共同目標，致力於促進學生學習成效的教育工作者所組成，教師可以在社群中找尋到解決問題的答案。
現代教育模式的改變，學習模式也跟著起了變化，任何人都應該擁有自主性學習的能力，學習認知、學習做事、學習與人相處。為了幫助教師提升專業知能，本研究旨在開發「教師專業知識共享與共創社群平台」（WeRCom）希望導入知識管理的概念於平台中，提供個人與社群知識管理工具，讓教師透過共享和交流的方式，幫助教師提升教學品質與課前備課效能。而教師群體在WeRCom上的互動，也能增加教師教學上的熱忱，並透過教師使用系統給予的回饋，研究者進一步評估WeRCom。在進行系統評估時，本研究採用調查研究法的問卷調查法，針對50名國小到大學的教師進行問卷調查，評估教師對於WeRCom的知覺有用性、知覺易用性與使用意願回饋。研究結果發現多數受測教師對於WeRCom在知覺有用性、知覺易用性與使用意願皆給予正面回饋，認為此平台所提供的功能是有用且容易使用的，也願意使用平台進行社群發展。更進一步的分析結果顯示，國小、國中、高中的教師對於WeRCom的知覺易用性可能會有差異。最後本研究依研究結果提出系統於教學實務上的建議與未來研究建議。

Teacher professional development communities where teachers can collaborate with each other within or cross schools have been highlighted and promoted by the Ministry of Education of Taiwan in recent years. With the advent of online technology, online communities may serve as effective platforms. However, there were only few online platforms focusing on the sharing of teachers’ knowledge and making teaching plans individually. To address this issue, by integrating the concept of knowledge management (KM) and providing individual and community knowledge management tools, an online community platform for teacher professional knowledge sharing and creation (Also known as We Are Community, WeRCom) where teachers can share and create knowledge collaboratively was developed and evaluated in this study. A total of 50 volunteer Taiwanese teachers from different education levels (elementary to university) participated in the platform evaluations of WeRCom. The responses on the quantitative questionnaire designed for the platform evaluation in this study showed that they expressed satisfactory perceived usefulness and the ease of the WeRCom. They expressed high willingness to the use of WeRCom for teacher professional knowledge sharing and creation. Some suggestions and implications for teacher professional development, platform design, and future work are also discussed.

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