近年來國內外有關教師專業發展的研究報告及論文逐日增加，可見教師專業發展已成為教育研究的重要課題。教師專業發展透過非正式的教師專業線上社群來發展更為有效且能符合教師適時的需求。目前教師專業線上社群的發展也都具有支援教師進行知識管理與分享的功能，但是根據相關研究普遍發現教師的社會互動情況不佳，因此造成教師對於知識分享存在動機不足與缺乏內容等問題。
本研究將藉由社會互動機制與工具的建置並導入至教師專業線上社群中，期望改善教師社會互動的成效。透過教師間的互動，相互學習觀摩，激勵知識管理與分享的行為，進而促進教師專業發展。本研究針對266位教師進行實徵觀察研究，利用系統導入前後兩個階段的知識管理與社會互動指標之紀錄，進行次數差異分析。研究結果顯示社會互動機制與工具的建置對於教師專業線上社群的社會互動指標有顯著提升；但是對於教師的使用以及知識管理與分享的指標並無獲得改善。透過教師對於社會互動機制與工具的使用情形發現，教師對於社會互動工具的使用有逐漸增加的趨勢，顯示教師正逐漸養成使用互動工具的習慣。本研究期待未來教師能隨著社會互動工具熟悉度與使用率的提升，能改善個人知識管理與分享的成效，協助教師專業發展。

In recent years the increase in research reports and papers on professional development of teachers highlights its important as a subject in education research. Through an informal online community, the professional development of teachers can more effectively meet the just in time demands of the teacher. The current online community of teacher has developed to support teachers in the function of knowledge management and sharing, but according to related research results, the social interaction of teachers are generally below standard. This has resulted in problems such as the lack of motivation and content in knowledge sharing in teachers.
This study implements social interaction mechanisms and tools into the online community of teachers, hoping to improve the effectiveness of social interaction among teachers. In this study, 266 teachers were studied using empirical observation. The system imports the data indicators of before and after phases of knowledge management and social interaction, and analyzes the difference between the numbers. The results of the study show that social interaction mechanisms and tools significantly improved the social interaction indicator for the online community of teachers; however it did not improve the usage of teachers and knowledge management and sharing indicators. Through the teachers’ usage of social interaction mechanisms and tools, it is found that there is an increase in the usage, showing that teachers have gradually developed the habit of using interactive tools. This study expects future teachers, through the increase of familiarity and usage of social interaction tools, to improve the effectiveness of personal knowledge management and sharing.

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