转化学习作为一种深度学习，涉及学习者如何看待自己、自我觉知、认同的改变、认知的重构，进而引发学习者的行动发生质的变化。以转化学习理论为视角，探究教师实践性知识生成路径，在微观角度透视教师的学习，丰富我们对教师学习的理解。本研究聚焦于教师实践性知识的生成问题，以转化学习理论为视角，分成三个子问题：（1）哪些困境触发了教师的转化学习？基于对这些困境的归纳可以界定教师专业学习的哪些典型性情境？（2）教师通过转化学习生成其实践性知识的过程是怎样的？生成了哪些实践性知识？（3）教师通过转化学习生成其实践性知识的条件有哪些？
本研究在大学教师教育者的推荐下选择了北京市A、B两所小学作为研究的场地，并通过4个月（2019年9-12月）时间的预研究确定了教师学习的典型性情境，分别是日常课堂教学、校本教研（主要以公开课磨课的形式进行）、培训学习。根据“典型性个案取样”与“异质性取样”相结合的原则进行目的性抽样，确定了本研究的13位个案教师。确定研究个案后，研究者于2020年9月至2021年1月，2021年3月至2021年7月进入A校与B校，通过邀请个案教师绘制概念图、访谈、观察与刺激性回忆访谈的方式来收集数据，同时对数据资料进行转录，并通过三级编码的方式对数据进行分析。
本研究的研究结果表明：
碎片化学习积累的转化过程是教师在日常课堂教学情境下实践性知识生成的路径。教师与学生互动过程中遭遇的迷惘困境，如学生差异化的学习需求问题、课堂教学管理问题、教师教学策略问题，引发教师的转化学习。教师通过动机性使用的过程将其碎片化学习的积累转化为实践性知识。教师通过转化学习生成的实践性知识包括关于自我的认识、关于学生学习的认识、关于数学教学的认识以及关于课堂教学管理的认识。转化学习发生的条件为：教师学习的能动性使其专注于课堂教学问题的发现与碎片化学习的转化；教师职业责任感驱使教师反思其在教学上的改进与学生成长的关系；学校创设的学习环境为教师课堂教学情境下的转化学习提供资源；培养学生核心素养的社会要求引发教师对日常课堂教学改进的尝试。
集体智慧的转化过程是教师在公开课磨课情境下的实践性知识生成路径。教师转化学习是由教师在公开课设计上的策略或认识与团队的不一致而引发的。教师基于与团队的交流进行主观重构与客观重构，从而将集体智慧转化为实践性知识。教师生成的实践性知识包括教师对与公开课相关的数学教材的认识、对相关内容教学的认识、对学生学习的认识，还形成了专业发展的愿景。转化学习发生的条件是：教师在磨课中保持一种“向内反思”与“对外开放”的学习状态；教师对公开课磨课意义的理解是其在磨课中转化学习发生的拉力；教研组及外来专家的参与为教师转化学习提供智力资源与情感支持；公开课获奖证书作为教师荣誉获得的依据是教师转化学习的推力。
系统学习的转化过程是教师在培训学习情境下的实践性知识生成路径。教师转化学习的引发源于教师在培训中所学与其实践相脱节的问题。教师通过与“重要他人”的交流获得解决问题的方向，并通过自我导向性学习、理论实践化或实践经验理论化来进行转化学习。教师生成的实践性知识包括与教师在培训中所学有关的实践性知识及关于其如何学习的实践性知识。转化学习发生的条件是：深度学习的追求是教师转化学习发生的内在动力；“重要他人”的指引为教师转化学习的发生提供方向与情感支持；定期开展培训及学分要求是教师转化学习的理论来源与外部动力。
基于以上分析，本研究提出以下建议：关注教师学习的能动性，在教师学习方面，为教师创造自主选择、自我学习与探索的契机；注重教师知识生成的情境性，为教师提供基于其实践中问题的情境化指导；建立教师知识共享路径，为学校教师集体的知识更新服务。

Transformative learning, as a kind of deep learning, involves how learners view themselves, self-awareness, the change of identity and the reconstruction of cognition, which leads to qualitative changes in learners' actions. From the perspective of Transformative Learning Theory, explore the generate path of teachers' practical knowledge, could help us grasp the essence of teachers' learning from a micro perspective, so as to enrich our understanding of teachers' learning. This study focuses on the generation of teachers' practical knowledge. From the perspective of Transformative Learning Theory, it is divided into three sub questions: (1) What dilemmas trigger teachers' transformative learning? Based on the induction of these difficulties, which typical situations of teachers' professional learning can be defined? (2) What is the process of teachers generating practical knowledge through Transformative Learning Theory?What practical knowledge has been generated? (3) What are the conditions for teachers to generate their practical knowledge through transformative learning?
At the recommendation of university teacher educators, this study selected two primary schools A and B in Beijing as the research sites, and determined teachers' typical learning situations through a four month (from September to December in 2019) pre study, which are daily classroom teaching, school-based teaching research (mainly in the form of open class grinding) and teacher training. According to the principle of combining "typical case sampling" with "heterogeneous sampling", 13 case teachers were selected. After determining the research case, the researcher entered school A and school B from September 2020 to January 2021, and from March 2021 to July 2021. The case teachers were invited to draw concept maps, interview, observation and stimulated recall interview to collect data, transcribe the data, and analyze the data through three-level coding.
The results of this study show that:
The typical situations of teachers' practical knowledge generation are daily classroom teaching, school-based teaching research which has rich forms, in which open class grinding is the main form, teacher training. Teachers have formed different practical knowledge generation mechanisms in different learning situations.
The transformation process of fragmented learning accumulation is the generate path for teachers to generate practical knowledge in the daily classroom teaching situation. The perplexed dilemma encountered in the interaction between teachers and students leads to teachers' transformative learning. Teachers transform their fragmented learning accumulation into practical knowledge through the process of motivated use. The practical knowledge generated by teachers through transformative learning includes the understanding of self, students' learning, mathematics teaching and classroom teaching management. The conditions for transformative learning are: Teachers' agency in learning makes them focus on the discovery of classroom teaching problems and the transformation of fragmented learning; Teachers' professional responsibility drives teachers to reflect on the relationship between their teaching improvement and students' growth; The learning environment created by the school provides resources for teachers' transformative learning in classroom teaching situations; The social requirement of cultivating students' core qualities has triggered teachers' attempts to improve daily classroom teaching.
The transformation process of collective intelligence is the practical knowledge generate path of teachers in the context of open class grinding. Teachers' transformative learning is caused by the inconsistency between teachers' strategies or understanding in the design of open classes and the team’s. Teachers carry out subjective and objective reconstruction based on the communication with the team, and transform collective intelligence into practical knowledge. The practical knowledge generated by teachers includes teachers' understanding of mathematics teaching materials related to open classes, related contents teaching, students' learning, and the vision of professional development. The conditions of transformative learning are: Teachers keep a learning state of "introspection" and "opening to the outside" in grinding classes; Teachers' understanding of the meaning of open class grinding is the pull of transforming learning in open class grinding; The participation of teaching and research groups and foreign experts provides intellectual resources and emotional support for teachers' transformation learning; The award-winning certificate of open class, as the basis for teachers' honor, is the thrust of teachers' transformation learning.
The transformation process of systematic learning is the practical knowledge generate path of teachers in the context of teacher training and learning. The initiation of teachers' transformative learning stems from the disconnection between what teachers learn in training and their practice. Teachers obtain the direction of solving problems through the communication with "important others", and carry out transformative learning through self-directed learning, experimentation of theory or practical theorising. The practical knowledge generated by teachers includes the practical knowledge related to teachers' learning in training and how to learn. The conditions for transformative learning are: The pursuit of deep learning is the internal driving force for teachers’ transformative learning; The guidance of "important others" provides direction and emotional support for teachers' transformative learning; Regular training and credit requirements are the theoretical source and external driving force of teachers' transformative learning.
Based on the above analysis, this study puts forward the following suggestions: Pay attention to teachers' agency in learning, and create opportunities for teachers to make independent choices, self-learning and exploration in teachers' learning; Pay attention to the situational nature of teachers' knowledge generation and provide situational guidance for teachers based on their practical problems; Establish a teacher knowledge sharing mechanism to serve the collective knowledge renewal of school teachers.