【摘要】 场域概念包含客观主义、动态关系与微观权力三重分析视角。这一概念的引入有助于聚焦教师与学校场域的互动，考察教师专业发展的现实际遇。以入职为分析起点，教师进入学校场域势必遭遇“理论应然”与“场域经验”的冲突，他们通过“拜师”理解场域经验，进入学校关系网络，并在学校资源配置的支持下逐级改造场域经验，完成场域话语权力关系的重新布局，实现高水平专业发展。纵向而言，教师专业发展呈现为一个逐级淘汰的冲突竞争过程，此过程关键在于教师进入关系网络理解场域经验，前提在于学校资源配置与集中，核心在于改造场域经验、重新布局话语权，实质乃是教育理论进入实践又复归理论的“精神旅程”。更多还原

【Abstract】 The concept of field can be analyzed from three perspectives: objectivism, dynamic relationship and micro power. The introduction of this category helps to focus on the interaction between teachers and the school field and to examine the practical situation of teachers’ professional development. This paper centered on the entry of new teachers and investigated the conflict between “theory ought to be” and “filed experience” in their professional career development. Mentoring within schools promotes teachers to understand the field experience and enter the school relationship network. With the support of the allocation of school resources, they transform field experience. As the result, new teachers can realize the redistribution of the power relationship of field discourse and complete the professional development of the school field. When schools implement it effectively, teachers’ professional development presents a process of gradual elimination under the competing conflict. This process requires the teacher to enter the relationship network to understand the field experience, utilize the schools’ resource allocation and apply them in a centralized manner. This allows the teacher to adopt an approach centered on transforming the discourse rights of the field experience and realize the “spiritual journey” of educational theory.更多还原