本研究透过“实践—反思”教育学的理论视角，采取多个案研究的整体设计，综合采用田野观察、访谈、实物收集等资料收集方法，探究了三位教研员个案 C、S、N老师作为教师教育者的实践性知识的内容构成和生成路径。

研究发现，在实践性知识的内容构成方面，三位教研员作为教师教育者的实践性知识由其教师教育信念、关于教师教育者自我的知识、关于教师学习者的知识、关于教师学习内容及其方法的知识、关于教师学习情境的知识五部分构成，呈现为教师教育信念统领、其他四种实践性知识平行且紧密互动的“金字塔模型”。教研员作为教师教育者的实践性知识具有整体性、嵌套性、中介性和情境性等特征，是一种独特的教师教育知识。

基于以上研究发现，提出要注重教研员群体对教师教育的独特知识贡献，积极吸纳教研员进入职前教师培养的教师教育者队伍，在教师教育的项目设计、课程设置、实习指导等多个环节发挥教研员作为教师教育者的实践性知识的作用；关注教研员作为教师教育者的专业发展，提倡教研员通过对经验的持续反思和行动改进发展实践性知识，通过深化教研员与高校教师教育者在教师教育领域的实践与研究合作发展实践性知识，从而推动双方共同发展教师教育“理论联系实践”的教学法，加强职前培养与在职教师专业发展之间的联系，共同拓展教师教育的专业知识基础。

Through the theoretical perspective of "practice-reflection", this study took the multiple case study design and integrated field observation, interview and artifact collection to investigate the content and development of three cases - C, S, N's practical knowledge as teacher educators.

It was found that for the content of practical knowledge, three Teaching Researchers' practical knowledge as teacher educators consisted of their teacher education beliefs, knowledge of self as a teacher educator, knowledge of teacher learners, knowledge of teachers' learning contents and their methods, and knowledge of teachers' learning contexts; their teacher education beliefs lead the other four kinds of practical knowledge which are parallel and closely interacting, appearing as a "pyramid model". Their practical knowledge as teacher educators is quite special as it is integrated, second-order, mediated, and contextualized.

As for the development of their practical knowledge, three ways of development were identified - the converting of teaching experiences was an important source of their practical knowledge, the spiraling up of action and reflection is the core mechanism, and the theoretical input from boundary crossing learning served as a necessary channel.

Based on thesefindings, it was argued that policy makers and practitioners should value Teaching Researchers' unique knowledge contribution to teacher education by absorbing them into the program development, curriculum design, and practicum supervising of preservice teacher education; attend to Teaching Researchers' professional development by encouraging their reflection on experiences, and deepening their collaboration with university-based teacher educators in practice and research, so that they can develop a pedagogy of teacher education that connects theory and practice, and expand the knowledge base of teacher education.