职前教师如何通过教师教育的理论课程及真实实践场景的学习与反思，逐渐养成“像教师一样思维与行动”的专业习性，发展自身的实践知识，是高质量教师教育需要回答的核心议题。然而，相关研究表明，职前教师实践知识的发展面临着以下三重困境：理论学习经验和实践学习经验的割裂；大学教师教育者和中小学教师教育者的有效引导以及联合指导不力；大学、教研机构和中小学的跨界合作缺乏实质协同。基于以上实践困境，本研究提出如下核心问题：在大学、教研机构和中小学跨界参与的教师教育项目中，职前教师是如何在与大学教师、教研员和中小学教师的知识互动中发展自身实践知识的？

本研究选取某重点师范大学的学科教学（语文/英语）硕士项目为研究个案，采用质性研究方法对29名职前教师、6名大学教师、8名教研员、以及11名中小学教师进行大量的田野观察和深度访谈，并辅之以文本资料的收集，综合采用比较、归纳、演绎、分析和综合等多种分析技术来将资料中的核心概念提取出来，构成一个对现实世界的理论性说明。

研究目的有二：一方面，本研究旨在关注职前教师这一群体在多元学习情境中的实践知识发展样态，从外显的言语和行为出发来捕捉内隐的实践知识，另一方面，本研究旨在揭示多元学习情境中职前教师与大学教师、教研员和中小学教师的主体间知识互动及其实践知识发展路径，从而回应理论与实践知识如何在集体与个人之间进行传递与转化这一关键理论性问题。

本研究的核心研究发现有以下两点：首先，跨界培养情境中职前教师实践知识发展呈现出各具特色的典型样态，体现出动态特征，具体分为五点：第一，职前教师的教学信念知识发展表征出理解教学的育人本质、建立教学的内生动机、以及变革应试教育中的糟粕成分三种典型样态。第二，职前教师的自我知识发展表征出关键他人积极影响下的自我品质提升、学徒参与情境中的教师角色体验，以及外源性与内生性因素双重作用下的教学韧性建构三种典型样态。第三，职前教师的科目内容知识发展呈现出从“讲不透”到“再概念化”，从“吃不准”到“再结构化”，从“自说自话”到“再情境化”的表征样态。第四，职前教师的学生知识发展表征出“眼中有学生”、“行中有学生”以及“心中有学生”的三种典型样态。第五，职前教师的课程改革和教学策略知识发展表征出从对课程标准的概念性理解走向反思性理解，从对教学策略的学徒观察经验走向革新性经验、以及重新理解教学设计、教学互动和教学评估的规律三种典型样态。

其次，本研究以博考（Borko）的教师专业系统模型以及卡莱尔（Carlile）的边界知识互动模型为理论基础，聚焦大学、教研机构和中小学跨界参与的教师教育项目情境下大学教师、教研员和中小学教师与职前教师主体间的知识互动路径以及职前教师个体的实践知识发展路径。研究发现，在知识互动初期,“知识势差”推动知识从“知识势能”高的大学教师、教研员和中小学教师一方向“知识势能”低的职前教师一方转移。在知识互动过程中，大学教师、教研员和中小学教师与职前教师进行知识互动的方式主要包括资源引荐、理论编码、情境示范和诊断性反馈四种方式，其核心特征是将“话语阐释和情境转译相整合”;知识互动过程中的职前教师发展自身实践知识的通用方式主要包括理论理解、意象感知、原则探究、反思性对话和行动中反映这五种方式，其核心特征是“思行结合”。经由以上的知识互动过程，大学教师、教研员和中小学教师的理论与实践知识得以扩散，有待职前教师在跨情境与跨主体间进行检验与调整。这一阶段，职前教师需要对相关理论与实践知识进行“再情境化”理解，并在真实的教学实践中检验这种理解的合理性和有效性，最终经由实践反思内化为个人的实践知识。

最后，本研究结合以上研究发现，从职前教师、U-T-S跨界培养以及教师教育者三个方面提出可操作化的建议：第一，拓展职前教师专业学习与知识发展的情境脉络，提升职前教师发展自身实践知识的专业能动性。第二，促进实践知识发展取向的职前教师培养课程与教学改革，建设大学、教研机构和中小学跨界协同的职前教师培养体制机制。第三，强化大学教师、教研员和中小学教师作为教师教育者的角色认同，提升其联结理论与实践知识的跨界素养。

High-quality teacher education program needs to address the key issue which is how student teachers can gradually develop the professional habit of "thinking and acting like a teacher" and develop their own practical knowledge through theoretical courses and practical experience. However, relevant research shows that the development of pre-service teachers' practical knowledge is confronted with the following three difficulties: the separation of theoretical learning experience and practical learning experience; ineffective joint guidance of university teacher educators and school teacher educators; ineffective cross-boundary cooperation among universities, teaching and research institutions and schools. Based on the above practical dilemmas, the key research questions are addressed as following: How student teachers develop their practical knowledge in their knowledge interaction with university teachers，jiaoyanyuan and school teachers under multiple learning contexts?

In this study, the subject teaching (Chinese/English) master program of a key normal university was selected as the case. Field observation, semi-structured deep interviews, and documents collection were employed for 29 student teachers, six university teachers, eight teaching and research delegates and 11 school mentors in the program. The core concepts in the data are extracted by a variety of analytical techniques such as comparison, induction, deduction, analysis, and synthesis to form a theoretical explanation of the real world. The research aims are as follows: on the one hand, this study aims to pay attention to the development pattern of practical knowledge of pre-service teachers in multiple learning situations and capture implicit practical knowledge from the perspective of explicit speech and behavior. On the other hand, this study aims to reveal the knowledge interaction between pre-service teachers and teacher educators, as well as the multiple paths of pre-service teachers’ practical knowledge development.

Firstly, from the perspective of knowledge dynamical development, this study has innovatively analyzed the development pattern of student teachers' practical knowledge in the context of boundary-crossing teacher education program among universities, teaching and research institutions and schools. The results indicate that student teachers' practical knowledge development is represented as following. First, the teaching belief knowledge presents the development pattern of nurturing students by teaching, stimulating intrinsic motivation, and reforming exam-oriented education. Second, the self-knowledge presents the development pattern of improving self character, experiencing the teaching role and building teaching resilience. Third, the subject matter knowledge presents the development pattern of re-conceptualization, re-structurization, and re-contextualization. Fourth, the student knowledge is characteristic of linking teaching with student learning, in which student teachers learn to see students in eyes, concentrate students in mind and care students in heart. Fifth, student teachers learn to deepen curriculum standard understanding from being conceptual to reflective, to update teaching strategies from apprenticeship observation to innovative experience and to reconstruct the understanding for teaching.

Secondly, taking the theoretical perspective of Borko’s teacher professional system model and Carlile’s model of knowledge management across boundaries, this study aims to investigate how student teachers develop their practical knowledge in their knowledge interaction with university teachers, jiaoyanyuan and school teachers under multiple learning contexts. It is found that in the early stage of knowledge interaction, "knowledge potential energy difference" promotes the transfer of knowledge from teacher educators with high "knowledge potential energy" to pre-service teachers with low "knowledge potential energy". In the process of knowledge interaction, college teachers, the inter-subjective knowledge interaction between university teachers and preservice teachers is dominated by four modes: resource introduction, the articulation of practical knowledge, the contextual translation of practical knowledge and diagnostic feedback. Pre-service teachers develop practical knowledge mainly through five ways: theoretical learning, image perception, criterion understanding，observation and practical exercises, and reflection-in-action in their interaction with teacher educators. Through the above knowledge interaction process, the theoretical and practical knowledge of teacher educators can be spread, which needs to be tested and adjusted by pre-service teachers across situations and subjects. At this stage, pre-service teachers need to "re-contextualize” theoretical understanding and practical knowledge, test the rationality and effectiveness of such understanding in real teaching practice, and finally internalize personal practical knowledge through practical reflection.

Finally, corresponding suggestions are put forward as following. First, the teacher education program could expand the learning contexts for student teachers and improve their professional initiative to develop their own practical knowledge. Second, the teacher education program could promote the practice-oriented curriculum arrangement and teaching strategy reform, as well as strengthen the system construction of U-T-S cross-border cooperation. Third, in a boundary crossing teacher education program, improving the role awareness and boundary-crossing competency of teacher educators is necessary, in order that student teachers’ professional learning and knowledge development could be well guided.