企业实践是高职教师提升自己的专业实践能力非常重要的途径，的那么高职教师在企业实践中是如何学习的？有哪些因素会影响教师在企业实践中的学习？本研究以“高职教师在企业实践中是如何学习的”作为研究问题，以职业学、工作场所学习的相关研究和理论作为理论基础，通过访谈和实物分析的质性研究方法，对5位企业实践经验较为丰富的的城市轨道交通类专业的高职教师进行了研究。本研究呈现和分析了高职教师在企业实践过程中的学习，包括学习方式、学习内容等，并对影响教师在企业实践学习中的因素进行分析，弥补了教师企业实践相关研究在教师学习层面研究的不足。
研究发现，城轨类专业教师在企业实践中通过培训和“跟岗”的方式进行学习，教师的学习方法包括观察学习、沟通对话、自我反思、记录整理等，教师在企业实践中学习的方式呈现出“不能上手”操作、只能通过观察、交流等方式进行学习的输入。教师在企业实践中的学习内容包括对学生职业能力的要求、典型工作任务、工作过程知识等方面。影响教师在企业实践中学习的因素包括教师个体方面、企业方面、院校方面以及校企合作等方面，其中个体因素是影响其学习的内在因素，企业和院校为教师的学习提供了环境方面的支持或阻力。

Enterprise practice is a very important way for higher vocational teachers to improve their professional practice ability, so how do higher vocational teachers learn in enterprise practice? What other factors will affect teachers' learning in enterprise practice? This research takes "how do vocational teachers learn during enterprise practice?" as the research question, and conducts research on 5 teachers of Urban Rail Transit major who have participated in enterprise practice through interviews and physical analysis, and presents teachers' learning in enterprise practice. This research analyzes the process of learning methods, learning content, and the factors that affect teachers' learning in enterprise practice, and finally discuss the impact of teachers' enterprise practice on their professional ability development. Through qualitative research methods, this study takes the related research and theories of vocational discipline and workplace learning as the theoretical basis, studies the learning of vocational teachers in enterprise practice, and analyzes teachers' learning methods and learning content in enterprise practice. This research makes up for the lack of teachers' learning level in the related research on teachers' enterprise practice.
The study found that urban rail professional teachers learn through training and "follow-up the workers" in corporate practice. Teachers' learning methods include observational learning, communication and dialogue, self-reflection, and record-keeping. The way teachers learn in enterprise practice presents only learning through observation, communication, etc instead of doing by themselves. Teachers' learning content in corporate practice including the requirements for students' professional ability, typical work tasks of the profession, work process knowledge. The factors that affect teachers' learning in enterprise practice include teachers individual, enterprises, institutions, and school-enterprise cooperation. Among them, individual factors are internal factors that affect their learning. Enterprises and colleges provide environmental support or resistance for teachers' learning.