依托活动理论，本研究采用历时质性个案研究方法，对一名小学英语教师在教师培训项目中开展行动研究的经历进行了深入探究。多来源数据（访谈、观察和反思日志）分析发现，该教师开展行动研究的过程是一个充满矛盾与张力的拓展学习过程。与导师的互动及研究结果很大程度上决定了该教师能否实现理论与实践的交融互益。本研究表明特级教师和高校专家的耐心指导与研究支持及教师自身能动性在小学英语教师的专业发展中发挥着重要作用。

Informed by Activity Theory, taking a longitudinal qualitative case study approach, this study explored a primary school EFL teacher’s process of conducting action research in an in-service teacher training program. Analysis of multiple sources of data, including interviews, observations, and reflective journals, showed that the teacher’s conducting action research was an expansive learning process full of contradictions. In particular, the interaction with mentors and the outcome of action research largely determine whether the teacher can achieve theory-practice integration and mutual benefit. This study indicated that patient guidance and academic support from expert teachers and university professors, and full activation of teachers’ agency play an important role in primary school teachers’ professional development.