教师的教学实践是教师获取知识的不竭源泉。在国际教师教育研究中，教师学习因为更强调教师的整体性、情境性、主动性和日常性而备受推崇，逐渐演变为教师专业发展的替代概念，并且已经形成了一些较为成熟的理论。本研究通过借鉴国外已有的教师学习理论，结合我国教师的教学实践，探究教师的学习过程，为促进教师的日常学习和研修提供新的思路。
根据教师学习的特征，本研究以教师专业成长的互联模型为理论框架，采用个案研究的方法探索初中数学教师在教学实践中的学习过程。首先对两位七年级的专业发展初期的数学教师进行课堂录像和访谈，结合教师的学习机制对教师的访谈内容进行了编码，分为数学-教学-学生-教师四个方面，并梳理出教师反思的具体内容。然后将教师反思的内容对应到理论模型中的四个域，即个体域、实践域、结果域和外部域，并根据教师的访谈和课堂录像等资料确定不同域之间的联系，描绘出教师学习过程图。通过研究得到以下结论：
1. 初中数学教师的学习机制主要是对已有知识的强化和巩固，反思的内容以教学-数学-学生为主，注重学生的主体地位和学习过程中的情绪体验，重视培养学生的数学思想，关注教师的教学过程。
2. 教师学习是一个连续的、动态的过程，其相对起点是教师所熟悉或陌生的情境，教师的知识、信念指导着教师的教学实践，影响着教师对于教学实践的评价；教学实践则通过教师的反思作用于教师个体，使原有的知识、信念得到更新，并指向后续的教学实践；外部环境对教师的知识信念和教学实践都会产生影响，能够促进教师的反思并指导实践。在教师学习过程中，教师的知识、信念和教学实践之间的联系最密切，反思是教师学习的重要方式，而教师的反思水平还有待进一步提高。
针对研究结论，本研究提出：（1）采取多种形式促进教师反思，提高教师反思的质量；（2）适当加强外界的干预和指导，促进教师学习。

Teaching practice is an irreplaceable and inexhaustible way for teachers to be more professional. In international teacher education research, teacher learning is highly prized for its emphasis on teachers' integrity, situation, initiative and routine, which has gradually become an alternative concept for teacher professional development and formed some mature theories. By learning from the existing foreign teachers' learning theories and combining with the teaching practice of Chinese teachers, this research studies the learning process of teachers and provides new ideas for promoting teachers' daily learning.
According to the characteristics of teachers' learning, this research takes the interconnected model of teachers' professional growth as the theoretical framework, and adopts the method of case study to explore the learning process of teaching practice of mathematics junior high school teachers. First, we recorded classroom vedios and interviewed two mathematics teachers who taught the seventh grade and were at their early stages of professional development, and coded the content of the teachers' interviews in combination with the teachers' learning mechanism. This coding system is divided into four aspects: mathematics, teaching, students and teachers. According to these four aspects, the specific content of teachers' reflection was sorted out. Then, the content of teachers' reflection was mapped to the four domains in the theoretical model, namely the personal domain, the practice domain, the domain of consequence and the external domain, and the connection between different domains was determined according to the teacher's interviews and classroom videos. Then, the teacher's learning process map was drawn accordingly. The following conclusions were drawn from the research:
1. The learning mechanism of mathematics teachers in junior high school is mainly to strengthen and consolidate the existing knowledge. The content of reflection is mainly teaching-mathematics-students. Teachers pay attention to students' subject status and emotional experience in the learning process, attach importance to cultivating students' mathematical thinking, and pay attention to teachers' teaching process.
2. Teacher learning is a constant and dynamic process. Its relative starting point is a situation familiar or unfamiliar to teachers. Teachers' knowledge and belief guide teachers' teaching practice and affect teachers' evaluation of teaching practice. Teachers' reflection acts on individual teachers, updating the original knowledge and beliefs, and pointing to the subsequent teaching practice. The external environment have an impact on teachers' knowledge, beliefs and teaching practice, which can promote teachers' reflection and guide practice. In the process of teachers' learning, teachers' knowledge, beliefs and teaching practice are most closely linked. Reflection is an important way for teachers to learn, while the level of teachers' reflection needs to be further improved.
In view of the results of the study, this study proposes: (1) Take various forms to promote teachers' reflection and improve the quality of teachers' reflection; (2) Appropriately strengthen external intervention and guidance to promote teachers' learning.