教研员是一支具有中国特色的中小学教师教育者队伍，他们通过教师培训项目实现对教师的专业引领，在聚焦教师专业发展方面起到重要作用。然而目前学界对于教研员的相关研究聚焦于教研员的多元角色身份，对于教研员如何影响教师学习方面却缺少微观视角下的实证研究。本研究聚焦教研员和教师借助话语形式的互动，以北京市H区高中语文新任教师培训项目为研究个案，综合使用田野观察、访谈和实物收集等方法，探究教研员与教师在专业实践活动中的话语互动及其对于教师学习的影响。

本研究发现，教研员与教师在专业实践活动中可分为程序型话语互动，任务型话语互动，桥梁型话语互动，勾兑型话语互动。其中教研员在互动过程中采用了隐喻式表达，体谅式鼓励和看见式肯定的话语策略。此外，教研员的互动策略包括通过引入“跨界资源”变换互动情境，通过示范实现学生视角的迁移，教研员采用“自我暴露”个人“不足”和生活工作的细节来丰富话语互动的内容。经过教师培训学习后，整体上教师在知识、能力和品质方面均发生了变化。教师知识方面，教师的学科教学法知识和关于学生的知识得到丰富；教师能力方面，教师的教学设计能力和教学反思能力得到进一步提升；教师品质方面，教师的学习动机增强，对于“高中语文教师”的身份认同变得更加具体清晰。

本研究引入了社会文化学习理论的核心概念，提出教研员和学员教师的话语互动对教师学习的影响机制是由他人调节和自我调节共同作用构成的，以实现教师内化到转化的学习过程。教研员作为学员教师话语互动过程中的“重要他人”，在给予教师共情性支持的基础上获得教师的信任，实现了对于教师的自我调节打下基础。教师自我调节的关键要素分别是主观能动和行动导向，在进一步内化中形成教师的个人知识。经过他人调节和自我调节的共同作用和积累完成教师学习的内化，教师也在进一步转化中实现教师学习效果的提升和改变。

本研究是具有“民族志”特征色彩的个案研究，尤其是在具体研究方法上重点运用参与式观察，围绕教研员和参与教师的话语互动进行“深描”，以该个案为研究基点，从微观互动中探明教研员和教师话语互动的实践机制，梳理总结出教研员与教师在专业发展实践活动中的互动样态，揭示出教研员如何影响教师学习和专业发展的路径，为实践中提升教研员与教师专业交往的质量，进一步促进教师专业发展提供更多的思路。

Teacher Officers is a team of primary and secondary school teachers with Chinese characteristics. They provide professional guidance to teachers through teacher training programs and play an important role in focusing on teacher professional development. However, current research in academia focuses on the multiple roles and identities of teacher educators, but lacks empirical research on how teacher educators influence teacher learning from a micro perspective.

This study focuses on the discourse interaction between a Teacher Officer and teachers, using the new teacher training program for high school Chinese language teachers in District H, Beijing as a case study. The study uses methods such as field observation, interviews, and collection of artifacts to explore the discourse interaction between the Teacher Officer and teachers in professional practice activities and its impact on teacher learning. The study found that the Teacher Officer and teachers' discourse interaction can be divided into procedural discourse interaction, task-oriented discourse interaction, bridging discourse interaction, and mixing discourse interaction in professional practice activities. Among them, the Teacher Officer used metaphorical expressions, empathetic encouragement, and affirmative speech strategies in the interaction process. In addition, the Teacher Officer's interaction strategies include transforming interaction contexts by introducing "boundary crossing resources," demonstrating the transfer of student perspectives, and using "self-disclosure" of personal "deficiencies" and details of life and work to enrich the content of discourse interaction. After teacher training, teachers' knowledge, abilities, and qualities have all changed. In terms of knowledge, teachers' pedagogy content knowledge and the knowledge about students has become more enriched. In terms of abilities, teachers' ability to design lessons and reflect on teaching has been further enhanced. In terms of qualities, teachers' motivation to learn has been strengthened, and their identification with the identity of "high school Chinese language teachers" has become more specific and clear.

The Teacher Officer established trust and cooperation with teachers based on empathy through discourse interaction, forming internal support for teacher learning. Discourse interaction stimulates external learning by forming a common discourse system and understanding foundation for the Teacher Officer and  teachers through the consensus of collective discourse, helping teachers to form multiple learning perspectives, and ultimately deepening teacher learning in practical application. Internal support and external stimulation, while independent, constitute a mechanism for the influence of teacher learning. This study introduces the core concepts of sociocultural learning theory and proposes that the impact mechanism of discourse interaction between the Teacher Officer and student teachers on teacher learning is a combination of meditation by others and self-meditation, which is realized through the process of internalization and transformation of teachers' learning. The Teacher Officer, as "important others" in the discourse interaction process of teachers, gain the trust of teachers on the basis of providing empathetic support, laying the foundation for teachers' self-meditation. The key elements of teachers' self- meditation are subjective initiative and action-oriented, which form teachers' personal knowledge in the process of further internalization. The joint action and accumulation of meditation by others and self-meditation ultimately lead to the transformation of teachers' learning.