随着我国基础英语教育课程改革的不断深化，英语教师如何通过学习实现转变已成为学界关注的焦点问题。然而，我国这方面的研究以理论思辨为主，实证研究较为匮乏，特别是对教师发展项目情境下英语教师学习和转变的关系缺乏系统且深入的研究。为弥补这一不足，本研究以概念转变理论为视角，结合教师所处的社会文化情境，探究基于阅读课例研究的教师发展项目对三位高中英语教师阅读教学概念的影响。通过实描教师的学习故事，解读教师阅读教学概念转变的结果以及分析其主要影响因素，揭示教师概念转变对教师学习的重要意义。 本研究采用质性研究范式下的案例研究方法，依托由高校教师教育者、区域教研员和一线高中英语教师组成的教师专业发展共同体，以课例研究为主要中介，进行为期约9个月的深入探究。研究者收集了访谈、观察及文本等研究资料。基于概念框架对研究资料进行多轮类属分析和情境分析，在回答研究问题的基础上提炼出以下研究结论： 1）该教师发展项目能够促成英语教师的阅读教学概念发生转变。由于个人背景、前概念基础、主体能动性存在不同，教师概念转变的路径和结果呈现出个体差异性。2）教师阅读教学概念转变的全景图式是一个由点到面、由局部到整体的动态转变过程。其概念体系发生整体转变的前提是构成该体系的若干具体概念均发生转变。3）教师阅读概念转变是通过教师可能自我的驱动和指引、教师概念系统的解构与重构、教师对中介工具的利用与转化这一机制而实现，并在学习活动系统中受到主体、中介工具、共同体以及社会文化情境等因素的影响。 在研究发现的基础上，本文进一步探讨了教师概念转变作为一个复杂动态系统的特征。同时，基于教师概念是教师信念的一种重要形态的立场，阐述了教师概念转变对弥合教师信念和教学行为之间沟壑的重要意义。最后，本文提出对高校外语教师教育者、区域教研机构教研员、学校管理者以及一线英语教师关于促进教师学习和发展的建议。 本研究的贡献主要体现在理论和实践两大层面。在理论层面，本研究指出教师概念是教师信念的一种重要形态，这种形态可加工、可影响，可脱离教师核心信念的抑制直接引导教师具体的教学行为。教师概念可以在教师信念和教学行为之间起到“桥梁”的作用，对弥合二者之间的割裂关系具有重要意义。教师概念转变的本质是教师信念的形态发生了变化。此外，本研究基于数据分析并结合已有研究成果，构建了具有本土化特征的基于课例研究的中学英语教师概念转变模型，清晰地呈现基于共同体的课例研究学习情境下教师概念转变发生的过程、结果和影响因素，揭示了其动态且复杂的转变机制。在实践层面，本研究扎根一线课堂，为探究高校、区域教研机构和一线教师三方合作的在职教师发展模式提供了实证支持。

With the advancement of the reform on the national English education curriculum, how English teachers change through learning has surfaced as an urgent issue. However, relevant current research centred mostly around theoretical debates, with limited contributions from empirical studies. In order to make up for the scarcity of systematic and in-depth study on how English teachers change through learning in specific teacher development programs, the present study, from the perspective of conceptual change theories, explores impacts from a teacher development program on English teachers’ preconceptions about reading instruction. Combining descriptions of teachers’ learning stories, interpretations of the results of conceptual change and an analysis of the main influencing factors, this study reveals a significant role conceptual change plays in teacher learning. Based upon a collaborative lesson study program on English reading instruction, which was joined by university teacher educators, regional institutional teaching and research staff and school teachers, a qualitative case study method is adopted to probe into teachers’ conceptual change for approximately nine months. Data collected include interviews, classroom and field observations and teacher journals. By conducting bottom-up three-level coding and categorization of qualitative data, the following conclusions are drawn in response to the research questions: 1) The teacher development program triggered teachers’ conceptual change in reading instruction. However, individual differences existed in the conceptual change of these teachers in both process and results. This was due to factors such as their background knowledge, status of preconceptions and teacher agency; 2) The panorama of teachers’ conceptual change in reading instruction is a dynamic process, starting from one specific conception and gradually spreading to the conceptual system, and the change of specific conceptions is the prerequisite of overall change of teachers’ conceptual system; 3) Teachers’ conceptual change in reading instruction is achieved through a combined mechanism of self-driving and self-directing of teacher’s possible self, the deconstruction and reconstruction of teachers’ conceptual system as well as the utilization and transformation of mediational tools, all of which are affected by the subject, tools, community, social and cultural contexts as well as other factors. Building on the research findings, the present study explores the characteristics of teachers’ conceptual change as a complex dynamic system. Based on the standpoint that teachers’ conception is a basic form of teacher belief, this study expounds the significance of teacher’s conceptual change in bridging teacher beliefs and teaching behaviors. Finally, some enlightenments on promoting the development of teachers are given to university teacher educators, institutional teaching and research staff and school teachers. The contribution of this study is reflected in both theory and practice. In terms of theory, the study claims that teachers’ conception is an important and processable form of teacher belief. It can directly guide teacher’s specific teaching behavior without being inhibited by teacher belief. This indicates that teachers’ conceptions can mediate teacher beliefs and teaching behaviors, which is of great significance to bridge the gap between them. Teachers’ conceptual change is in essence a change in teacher belief. Besides, this study constructs a new model of English teachers’ conceptual change with local characteristics, comprehensively addressing the process, mechanism and results of teachers’ conceptual change, which reveals its complex dynamic mechanism. In terms of practice, the study takes root in the classroom, providing empirical support for exploring teacher development patterns among universities, regional teaching and research institutions as well as school teachers.