教师专业自我概念是教师职业认同的重要组成部分，关系到教师专业发展。然而，现有研究对于教师专业自我概念的形成和影响因素挖掘尚不够明晰。本研究旨在通过对个案教师的深度挖掘，探究制度环境下教师专业自我概念的形成和影响因素，为促进教师专业发展提供借鉴和启示。
      本研究基于新制度主义理论视角，运用质性研究范式，以J市F大学附属学校W中学为研究地点，从参与U-S合作项目的教师中选取了3名专业自我概念差异较大的教师作为深度挖掘对象。采用访谈法、观察法和实物收集法等多种方法收集资料，通过情景分析和类属分析发现：（1）Q老师的专业自我概念形成经历了“自我怀疑的摸索者”—“赢得口碑的班主任”—“疲惫无奈的两面人”这一过程，呈现出外驱特点。受X省竞争文化和应试评价制度的影响，Q老师认为分数可以改变命运，并将这种观念带到教学中。通过“比较”认知自我，追求外在认可，化身“鸡血”班主任，赢得荣誉和口碑。面临领导要求和按资排辈文化的矛盾、课改要求与应试要求的冲突，Q老师逐渐转变为“疲惫无奈的两面人”。（2）S老师的专业自我概念经历了“师傅的执行者”—“独立带班的熟手”—“失去真心的求稳者”的过程，在外部和内部之间达成了一定的平衡。师傅的性格和理念对她有着深远影响，在师傅的点拨和带领下，她形成了自己的教学风格和思维方式。新高考制度的实施让她采取不同的教学策略来应对选考和非选考班级的差异。在“难以把控外界”的认知之下，S老师逐渐形成了关注自身、但求平稳的专业自我概念。（3）Y老师的专业自我概念形成经历了“基础扎实的思考者”—“讲求实效的创新者”—“辐射影响的骨干教师”这一过程，更大程度依靠内在驱动。她的个人经历、物理教研组的氛围使她重视思考。在新课改和素质教育的背景下，她不断调整和完善教学方法和理念，实现教学创新。在骨干教师考核的要求下，她积极发挥模范带头作用，关注课改研究。
      三位个案教师的专业自我概念形成过程中，制度的影响既有共同点又有差异。在同一个学校环境中，教师都受到学校规章制度、教师行为规范的制约，但她们又身处不同的小群体，在不同的重要他人及教学共同体的影响下成长。新手教师过往的成长经历和教育背景对专业自我概念形成仍然发挥了很大作用。熟手教师渐渐找到内在自我和外在制度环境的平衡，以自洽的方式栖居在制度之中。老手教师经历了多年的教育教学实践，对教学本身的把控比较游刃有余，这为自我反思提供了可能，形成了较为成熟的专业自我概念。最后，本文针对教育行政部门和学校政策制度的制定、教师个人主观能动性的发挥提出建议。

The teacher's professional self-concept is an important component of their professional identity, which is related to the development of their profession. However, current research on the formation and influencing factors of teachers' professional self-concept is not yet clear. This study aims to explore the formation and influencing factors of teachers' professional self-concept in the institutional environment through in-depth exploration of individual case teachers, providing reference and inspiration to promote teachers' professional development.
    Based on the perspective of new institutionalism theory and qualitative research paradigm, this study selected three teachers with significant differences in professional self-concept as the object of in-depth exploration from teachers participating in the U-S cooperative project. Various methods such as interview, observation, and material collection were adopted to collect data. Through situational analysis and category analysis, it was found that (1)Q's professional self-concept formation went through the process of "self-doubting explorer" - "renowned class head teacher" - "weary and helpless two-faced person," showing external-driven characteristics. Influenced by the competitive culture and exam-oriented evaluation system in Province X, Teacher Q believes that grades can change one's fate and incorporates this idea into teaching. Through comparing oneself to others and seeking external recognition, Q transforms into an enthusiastic class head teacher, winning honors and a good reputation. However, facing conflicts between leadership demands and a seniority-based culture, as well as clashes between curriculum reform requirements and exam-oriented demands, Q gradually becomes a "weary and helpless two-faced person." (2)S's professional self-concept formation went through the process of "mentor's executor" - "experienced teacher" - "insincere teacher seeking stability," achieving a certain balance between external and internal factors. Her mentors' character and philosophy have had a profound influence on her. Under the guidance of her mentors, she has developed her own teaching style and way of thinking. The implementation of the new college entrance examination system has prompted her to adopt different teaching strategies to cope with the differences between elective and non-elective classes. Under the perception that "the outside world is difficult to control," teacher S gradually forms a professional self-concept that focuses on oneself and seeks stability. (3)Y's professional self-concept formation went through the process of "thinker with solid foundation " - "pragmatic innovator" - "influential backbone teacher," relying more on internal drive. Her personal experience and the atmosphere of the physics research group have made her value thinking. In the context of the new curriculum reform and quality education, she continuously adjusts and improves her teaching methods and philosophy, achieving teaching innovation. Under the requirements of the evaluation of backbone teachers, she actively plays a model leadership role, paying attention to curriculum reform research.
    In the professional self-concept formation process of the three individual case teachers, the impact of the institutional environment had both similarities and differences. In the same school environment, teachers are constrained by school rules and regulations and teacher behavioral norms, but they are also in different small groups and grow under the influence of different important individuals and teaching communities. The growth experience and educational background of novice teachers still play a significant role in forming their professional self-concept. Experienced teachers gradually find a balance between their inner selves and the external institutional environment, and live in harmony within the system. Veteran teachers have gone through many years of teaching practice and are adept at controlling the teaching process itself, which provides the possibility for self-reflection and forms a more mature professional self-concept. Finally, this article proposes suggestions for education administrative departments and school policy-making institutions to enhance the exercise of teachers' personal subjectivity.