教师实践性知识是研究教师专业成长与发展的基点，教师个体实践性知识的增长为实现教师走向“成熟”提供知识动力。作为促进教师专业成长发展的有效组织，教师共同体内实践性知识持续不断生成能够为教师个体的专业成长提供不竭动力。因此对于教师共同体内实践性知识创生的相关研究显得十分重要且迫切。在深入全面梳理国内外相关研究后笔者发现，对教师个体层面实践性知识生成的相关研究较为普遍和丰富，而针对组织层面即教师共同体内实践性知识是如何创造并持续生成的相关研究还较少。因此基于现实意义和对相关研究的分析，同时结合本人的研究旨趣，本研究将重点关注教师共同体内实践性知识创生的逻辑，试图借助知识创造的SECI模型对实践性知识从个体走向组织进行深入探索并建构实践性知识创生的路径模型。
本研究以质性研究为研究范式，以北京市某区绘本阅读工作坊为研究对象，通过深度访谈法、实物收集法等获取丰富多样的研究资料，收集的资料通过整理后根据语义内涵采用情境分析的方法进行剖析。在此基础上，试图呈现出教师共同体内实践性知识的内容构成、创生来源以及生成路径，建构组织层面实践性知识创生的螺旋模型。
本研究的结论如下：第一，教师共同体内实践性知识是教师个体知识的系统化“放大”，教师个体的实践性知识被解构为不同的构成类型：教师自我的知识、关于科目的知识、关于教育情境的知识和关于科研的知识，但在实际知识创生过程中四类知识共同发挥作用。第二，教师共同体内实践性知识创生的过程是一个复杂的系统过程，它受到“个域”与“他域”的双重作用与影响，从个体与环境中汲取知识创生的原动力。第三，知识创生的系统过程从本质上讲是一个螺旋上升的自我超越过程。因为作为组织的教师共同体无法自动创造知识，所以需要依靠共同体内部的成员教师在经历“共同化”、“表出化”、“联结化”和“内在化”四个阶段后不断超越自身的知识边界，扩大并超越自我的边界成为组织的实践性知识来源，并在认识论和存在论维度都持续深化，凝结成为组织层面的知识聚集，从而实现教师共同体内实践性知识的量与质的提升，又反过来成为教师个体专业获得持续成长与发展的动力。
基于上述研究和结论，笔者为教师共同体实践性知识实现持续创造和生成提出以下建议：一是调动知识行动者的力量，即教师共同体要鼓励并促进成员教师不断实现知识的再生产，汲取更新的信息资源，为组织的知识积蓄力量；二是教师共同体要为知识的创生营造共享与管理的和谐氛围，通过建立制度和管理系统来实现知识创生的可持续化；三是教师共同体要与其他教师共同体合作，实现跨“场”的知识交换与创生，为组织自身的知识创生扩大来源。

Teachers’ practical knowledge is the basis for the study of teachers’ professional growth and development, and the growth of teachers’ individual practical knowledge provides knowledge impetus for teachers to become "mature". As an effective organization to promote the professional growth and development of teachers, the continuous generation of practical knowledge in the teacher community can provide an inexhaustible impetus for the professional growth of individual teachers. Therefore, it is very important and urgent to do research on practical knowledge creation in teachers’ community. After an in-depth and comprehensive review of relevant studies at home and abroad, the author finds that relevant studies on the generation of practical knowledge at the individual level of teachers are relatively common and abundant, while there are few related studies on how practical knowledge is created and continuously generated at the organizational level, namely in the teacher community. So based on the realistic meaning and the analysis of related research, combined with my research interest at the same time, this study will focus on the teacher practical community for the logic of knowledge creation, try to use the SECI model of knowledge creation to explore practical knowledge from the individual to organization and construction of practical knowledge creation path model.
This research takes qualitative research as the research paradigm, takes picture book reading workshops in a district of Beijing as the research object, and obtains rich and diverse research materials through in-depth interviews and physical collection methods. Analytical methods are analyzed. On this basis, this paper attempts to present the content composition, creation source and generation path of practical knowledge in the teacher community, and construct a spiral model for the creation of practical knowledge at the organizational level.
The conclusion of this study are as follows: Firstly, teachers’ practical knowledge is a community for teachers’ individual knowledge systematization “amplification”, individual teacher’s practical knowledge is deconstructed into the composition of different types: teacher’s self-knowledge, the knowledge of the subject, the education situation of knowledge and the knowledge of scientific research, but in the actual process of knowledge creation four types of knowledge work together. Secondly, the process of practical knowledge creation in teachers’ community is a complex and systematic process, which is influenced by both “individual domain” and “other domain” and absorbs the motive force of knowledge creation from individuals and environments. Thirdly, the systematic process of knowledge creation is essentially a spiraling process of self-transcendence. Because teacher community as the organization cannot automatically create knowledge, so need to rely on internal members of the community of teachers in “socialization”, “externalization”, “combination” and “internalization” four stages after continuously exceed their knowledge boundary, expanding and beyond the boundaries of self into the practical knowledge sources of organization, and in the dimension of epistemology and ontology are continuing to deepen. It condenses into knowledge gathering at the organizational level, so as to achieve the improvement of the quantity and quality of practical knowledge in the teacher community. In turn, it becomes the driving force for the continuous growth and development of teachers' individual professions.
Based on the above research and conclusions, the author puts forward the following suggestions for the continuous creation and generation of practical knowledge in the teacher community. Firstly, mobilize the power of knowledge actors, that is, the teacher community should encourage and promote the members of the teacher community to continuously realize the reproduction of knowledge, absorb updated information resources, and accumulate strength for the knowledge of the organization; Secondly, the teacher community should create a harmonious atmosphere of sharing and management for knowledge creation and realize the sustainability of knowledge creation by establishing systems and management systems. Thirdly, the teacher community should cooperate with other teacher communities to realize knowledge exchange and creation across the “field” and expand the source of knowledge creation for the organization itself.