具有高水平专长的教师队伍是应对知识信息时代挑战的关键。持续综合的教育变革改变了教师的生存状态，因此整合宏观教育改革和教师日常工作实践的教师专业发展研究成为趋势。依托教师人事制度，本研究旨在展示制度对教师行动产生的影响。研究系统评论了当代影响专长发展的前沿理论，如专长整合与发展观、制度主义视角、合法性理论等，融合这些理论，建构了制度-制度合法性-教师能动性-教师教学专长发展的制度过程框架。在对已有文献回顾的基础上，通过行为事件访谈和深度访谈对38名教师进行访谈，获得教师工作和发展的系统知识，提出了制度合法性和教师教学专长的内涵及结构。教师能动性的结构是整合自我效能感理论和生命轨迹理论来确定的。以这三个结构为基础，本研究编制了制度合法性、教师能动性和教师教学专长三个评价量表，并于2013年4月份在甘肃省某区4所初中学校进行预调研，发放200份问卷，回收182份问卷，根据预调研的结果对评价量表进行修正。于2014年6月份在北京市的29所中小学进行大规模数据调研，共获得1343份有效问卷。运用验证性因素分析、差异性分析、协方差结构模型等统计方法对制度合法性、教师能动性和教师教学专长的结构以及制度合法性、教师能动性对教师教学专长发展的关系进行了分析。研究发现：（1）制度合法性包括工具维度、关系维度和道德性维度三个维度；教师能动性包括教学自我效能感、气质性乐观、建构性参与三个维度；教师教学专长包括知识结构、教学能力和专业发展能动性三个维度。数据分析表明各指标与理论构想拟合良好，量表均具有良好的信、效度。（2）在制度合法性方面，不同学校类别的制度合法性不存在显著差异，这表明学校在一定程度上吸纳了人事制度改革；在能动性方面，不同教龄的教师在能动性上存在显著差异，特别是4~10年教龄组的教师能动性高于3年以下与26年以上教龄组。在辨别专家型教师的特征方面，知识结构是第一关键特征，教学能力是第二关键特征，专业发展能动性是第三关键特征。特征分析进一步验证了工具的效度。（3）在制度合法性-能动性与教师教学专长的关系方面，存在制度合法性-能动性-教学专长发展和制度合法性-教学专长发展两条教学专长发展机制。关系性维度和道德性维度正向作用于教学专长，道德性维度负向影响教学专长；工具性维度通过建构性参与作用于教学专长；关系性维度通过教学自我效能感作用于教学专长；关系性维度通过气质性乐观作用于教学专长；关系性维度通过教学效能感-建构性参与作用于教学专长；关系性维度通过气质性乐观-建构性参与作用于教学专长。这一结论表明，比起科学的教师管理制度，教师更认可满意有人情味、尊重教师的制度，后者更能激发教师能动性和促进教学专长的发展。另外也表明，当制度造成消极结果的时候，人们更愿意使用公平透明的程序来提高结果认可与接受度。当下，强调均衡价值取向的教师人事制度改革使得高水平教师的利益受损，所以公平透明的程序可以作为弥补的措施之一。最后根据本研究的结果，对制度合法性、教师能动性与教师教学专长的结构、前两者对于教师教学专长的影响等问题进行讨论。并指出本研究今后努力的方向，需要扩大样本范围，进行个案式的追踪研究，并进一步建构教师教学专长发展的微观制度模型。

Teachers with a high level of expertise are the key to tackling the challenges of the era of Knowledge/Information. Ongoing comprehensive educational reform has transformed the conditions and meaning of work for teachers. Therefor the integrate study of Macro educational reform and teacher routine work is becoming a trend. Relay on the personnel system of teacher, this dissertation was designed to show the microscopic process of between the institution and teacher action. Based on the review of several theretical models, like the expertise interation theory in cognitive psychology, the institution-action microcosmic theory,and legitimacy theory, the dissertation explores the frame of institution-institutional legitimacy-teacher agency-the development of teacher teaching expertise.In order to explore the construction of institutional legitimacy and teaching expertise, we based our research on the broad review of related research literatures. We adopted behaviroall event interview and depth interviewto analysis the theacher job and development.we put forward our view of the mining and construction of institutional legitimacy and teaching expertise. The construction of teacher agency is determined by self efficacy theory and life course theory. Institutional legitimacy is an ongoing set of individual and social processes manifested in an apparent collective acceptance by its members that their personnel institution is, to some extent, desirable, proper or appropriate.institutional legitimacy involved three dimensions,such as: instrumental dimension,relational dimension and moral dimension. Teacher agency is the temporally constructed engagement by teacher which through the interplay of habit, imagination, and judgment, bothe reproduces and transforms those structures in interactive response to the problems posed by chaging situations.teacher agency involved three dimensions,such as: optimism,self efficacy and constructed engagement. Teaching expertise is a combination of personal characteristics which can be proven to effectively solve problems in the educational teaching process. Teaching expertise involved three dimensions, such as:knowledge structure, teaching ability and professional developmental agency.According to above construction,we formed our institutional legitimacy,teacher agency and teaching expertise rating scales. Then pre-study adopted cluster random sampling method,we conducted pre-research in four junior schools in Gansu provice in April,2013.182 questionnaires were recycled. We revised the items in the scale according to the pre-research data.Later ,in June 2014,we conducted the large-scale formal survey in 29 primary and junior schools of Beijing. We used Variance analysis, Confirmatory factor analysis(CFA) and Structural Equation Model(SEM) to verify the structure of institutional legitimacy, teacher agency and teaching expertise and draw conclutions on the mechanisms and effects of institutional legitimacy, teacher agency and teaching expertise. Results showed: (1)Institutional legitimacy involved three dimentions, such as instrumental dimension,relational dimension and moral dimension.Teacher agency involved three dimentions,such as optimism,self efficacy and constructed engagement. Teaching expertise involved three dimensions, such as: knowledge structure, teaching ability and professional developmental agency. Each scale of inventory showed fine reliability and validity.(2)On institutional legitimacy, different types of schools had no significant differneces. The result showed schools adopt to absorb the personel system reform in varying degrees. The teaching age of 4-10 have a higher agency than the teachers more than 10 years. Based on Discriminant analysis, knowledge structure is the first key feature, followed by teaching ability and professional developmental agency. (3) We tested the relationship between institutional legitimacy, teacher agency and teaching expertise. The results show that teacher agency significantly affect teaching expertise; relational dimension and normal dimension directly affect teaching expertise;instructional dimension and relational dimension affect teaching expertise through teacher agency. Results showed that institution which is human tough and value teacher need is more incentive than scientific institution, when the teacher personnel institution focused on balance of teacher salary.Based on the results, we mainly discussed five problems. And this study needs to extend its sample numbers; track longitudinal study, and construct the micro institutional model of teacher teaching expertise.