教師行業特性與知識管理有著高度相關，但對教師而言卻僅止於個人知識管理，對於組織知識管理則表現出較鬆散的態度。由於教師專業學習社群的運作從成立到結束是一個持久性、群體性的發展歷程，其中組織知識的產出過程涉及知識獲取、知識分享、知識創造、知識儲存等知識管理的重要內涵。因此本文目的在探討知識管理內涵在教師專業學習社群中可以應用的思考與途徑。文中首先闡述知識管理的內涵概念，其次說明專業學習社群發展歷程的模式，接著提出知識管理在教師專業學習社群的多元應用途徑，並以一個品德教育教師專業學習社群為事例，說明知識管理內涵在教師專業學習社群發展歷程之應用情形，期待能對知識管理的應用以及教師專業學習社群的運作與產出上有所助益。

The characteristics of the teaching profession and knowledge management are highly correlated. Teachers are only limited personal knowledge management, not interested in organizational knowledge management. The operation of the professional learning community is a persistent develop progress from inception to the end, the process of production of organization knowledge involves knowledge management important connotations: knowledge acquisition, knowledge sharing, knowledge creation, knowledge storage. Therefore, the purpose of this article to explore the ways of the connotation of knowledge management can be applied in the teachers' professional learning community. First expounded the concept of knowledge management, followed by the description of the progress of development of professional learning communities model, and then propose knowledge management in multiple ways to apply for teacher professional learning communities (TPLC), and provide an example of moral education teacher professional learning community to describe the application of knowledge management in the progress of development of professional learning community. Finally, the research proposed many viewpoints about the implementation by means of discussing the conception of knowledge management in TPLC. The meanings of the study are not only to expand the application of knowledge management, but also to provide some concrete and creative benefits to the TPLC of the operation in education scene.