“假设教师知道什么(或不知道什么)不会对教与学产生多大影响,那么教师在教学中通常是政策的传达者而不是参与者、行动者……”[1]这一假设意味着教育实践者只需履行固化的教学程序,其工作并无专业性可言,其专业发展也便无从谈起。因此,教学在多大程度上或能否成为一门专业,其首要标准就是要有完善的专业知识体系作为教育实践者从业的依据,从这个意义上,教育实践者的专业发展就是不断组织 “Assuming that teachers know (or do not know) what the impact on teaching and learning will be, then teachers are often teaching rather than actors, actors ...” [1] Means that education practitioners only need to fulfill the curing teaching procedures, their work is not professional at all, and its professional development will be impossible. Therefore, the extent to which teaching can or can not become a profession, its primary criterion is to have a sound system of professional knowledge as a practitioner of education practitioners based on the sense that the professional development of educational practitioners is to organize