笔者作为这几所打工子弟学校项目负责人，与这些打工者教师深入接触，我聆听到了他们真实的声音，体会到打工子弟学校教师的辛酸，体会他们到在北京这样的大都市下生存的不易以及背负的压力。要真正提高打工子弟学校的教学质量，必须要打造一支优秀的教师队伍。打工子弟学校教师这一特殊群体在很多方面不同于公办学校教师，因此相对于影响公办学校教师专业发展的基本因素来说，影响打工子弟学校教师专业发展的因素更复杂。影响打工子弟学校教师专业发展的影响因素既有宏观层面的，如社会保障、人事制度、学校性质与管理、社会地位、法律制度等等，也有微观层面的，本研究主要是针对具有可操作化微观层面，最大程度的提高打工子弟学校教师专业发展。本研究以6所打工子弟学校教师为对象，通过问卷调查、访谈以及实际参与观察了解教师的发展现状，这些民办打工子弟学校教师长期处于“自我封闭”的环境下，教师发展孤立无援，加上教师培训学习的机会较少，教师普遍存在教学能力较低的问题，而他们较少关注与如何提高自身的专业水平，提高教学质量上来。打工子弟学校的性质决定了这一教师群体的社会地位，教师大多忧心忡忡，不确定自身工作的前景 ，加上教师自我发展的空间较小，致使教师自我提高的内驱力不大。本研究就是针对民办打工子弟学校教师的发展现状，依托于“跨越式”项目的开展，构建了构建了由物化技术支撑、多维人员组成、丰富活动开展三个维度的校际间教师专业发展实践共同体。设计并开展各项活动，通过分析实践共同体各阶段的运转特点及其主要影响因素，有针对性地提出促进打工子弟学校教师的成长策略，为他们的专业发展提供更有效的途径，进而使实践共同体朝着富有活力和生命力的方向运转。笔者在活动实施过程中收集过程性材料，形成研究报告，并撰写论文。本研究特色与创新之处体现在：关注民办打工子弟学校教师这一特殊群体，并从实践操作性角度，实施多样化的活动，形成既关注教师教学能力的提高，又具有情感倾向的实践共同体，力求为打工子弟学校教师的专业成长提供更有效的途径。

To really improve the teaching quality of schools for migrant children, we must want to build an excellent team of teachers. School teachers are a special group in many respects different from public school teachers, so as to influence the public school teachers' professional development are the basic factors, effects of migrant children school teacher professional development factors more complex. Impact of migrant children school teacher professional development the influence factors include macro-level, such as social security, personnel system, nature of the school and management, social status, legal system and so on, also have microcosmic level, this study is mainly directed against the operability of microcosmic level, the greatest degree of migrant children school teacher professional development.This study selected 6 migrant children school teacher as object, through a questionnaire survey, interview and participant observation to understand teachers' actual development situation. The private school teachers are in a long-term "self-sealing" environment and their development and teacher training are isolated and helpless, which results in teachers teaching ability of lower the problem. But they pay less attention to and how to improve their own professional standards, improve the quality of teaching. Migrant children school is determined by the nature of the teachers' social status, most teachers heavy-hearted, not determine their job prospects, coupled with the teachers' self development in less space, causing the teachers to improve themselves inside drive force is not.This research has constructed by the physical and chemical technology support, multidimensional staff, rich activities of three dimensions of the inter-school teachers professional development community of practice, aiming at the current situation of the teachers' development and relying on the project. The research analyzed the characteristics of each phase of community and its main influence factors, put forward to promote the school teachers' growth strategy through a variety of activities, which pay attention to teachers' teaching ability, but also has the sentiment orientation of community of practice, and strive for the migrant children school teacher professional development to provide a more effective way. In the whole process I collected process materials, forming research reports, and Dissertations.The study’s characteristics and innovation embodied in: paying attention to the private school teachers as a special group, and implementing various activities, from the practical angle. and paying attention to the teacher teaching ability, but also with the sentiment orientation of community of practice.