2022年，教育部启动实施师范教育协同提质计划，协调高水平师范大学以组团形式对中西部欠发达地区的薄弱师范院校进行重点支持。其中，通过加强信息化建设推动学校间优质资源共享成为关键环节。因此，参与该计划教师教育者的数智素养成为保障计划顺利实施的核心因素。本研究基于生态理论聚焦两所组团合作院校的外语教师教育者，通过个案研究探究其在跨校协同新生态中的数智能动性内涵及其发展机制，旨在为深入推进师范教育协同提质提供理论参考与实践启示。

In 2022, the Ministry of Education launched the Collaborative Quality Improvement Programme for Normal Education, which coordinates leading normal universities to provide essential support to weaker normal colleges and universities in underdeveloped central and western regions. A key component of this initiative is enhancing information infrastructure to facilitate the sharing of high-quality educational resources among participating institutions. Thus, the digital agency of teacher educators participating in the programme is crucial for its successful and smooth execution. Grounded in ecological theory, this study focuses on foreign language teacher educators from two collaborating institutions. Through a case study approach, it explores developmental mechanisms of their digital-intelligent educational agency within the new cross-institutional collaborative ecosystem. The goal is to offer theoretical insights and practical implications to further develop the Collaborative Quality Enhancement Plan in teacher education.