The professional collaboration between teacher colleagues is a hot topic in the field of western teacher education in recent years. Particularly since the 1980s, with the rapid development of social and education, the traditional way of teacher professional development which was isolated has been unprecedentedly questioned. It is considered that this way of teacher professional development not only gets teachers'professional feeling into isolation, but also goes against the accumulation and spread of teacher knowledge. Teacher professional development is thus blocked. In the mid-1990s, the strain on quantity short of teachers began to be relieved gradually in China. From then on, the issue of teacher professional development has caused wide public concern over the country. How can teachers realize their own professional development? What is ideal model of the teacher professional development? They are the problems that people are keeping on thinking seriously and trying to answer. Many new views have arisen among theorists and practitioners, one of the grand spectacles is how to impel teacher professional collaboration.But so far, people still are puzzled by these problems: What is the essence of teacher professional collaboration? Does teacher professional collaboration have a solid theoretical foundation? How can we promote teachers collaboration in real professional life? What is ideal model of teacher collaboration? and so on. They are not only theoretical problems but also practical problems. In other words, teacher professional collaboration isn't mature enough yet in theory or in practice, and can't play an active role in teacher professional collaboration. So, in order to further promote teachers'collaboration, we still need to make an in-depth study on teacher professional collaboration in the way of theory and practice.To meet such need, this dissertation is going to study teacher professional collaboration comprehensively in the way of theory and practice. Based on the collation and analysis of the related documents of experts from home and abroad, the author will make clear some basic theoritical issues, such as the definition, the necessity , the value and the influencing factors of teacher professional collaboration. The author also will construct the theoretical base of teacher professional collaboration in views of philosophy, sociology, management and psychology. At the same time, the author is going to correct some confusion and misunderstanding concerning teacher professional collaboration. On the base of the studying the theory of teacher professional collaboration, the author will also give attention to the practical operating of it. The author is going to classify and compare the models of teacher professional collaboration, and further on deliberate how to select the models of teacher professional collaboration and give the author's own answer to it. In a word, by this study, we expect to get a clear understandingwhat is teacher professional collaboration?,why must teachers collaborate?andhow do teachers collaborate?etc. If so, we can realize the expectation aim of providing possible condition and directive instruction for the future research of teacher professional collaboration in theory and practice.The dissertation consists of an introduction and six Chapters of main text: In the Introduction, the significances and current situations of the research , the research methods and the general train of thought, frame structure of the dissertation are introduced and the key concepts concerned are examined.In Chapter1, the concept, the necessity, the value to professional development and the influencing factors of teacher professional collaboration are discussed.In Chapter 2, the theoretical base of teacher professional collaboration is constructed in views of philosophy, sociology, management, psychology.In Chapter 3, the models of teacher professional collaboration in the field of practice are combed and generalized from the macro view, and then the models of teacher professional collaboration are classified based on appropriate standard.In Chapter 4, two kind of other-organization collaboration models that the Teacher Collaboration Model Based on Administrative Order and the Teacher Collaboration Model Based on Projects Guidance are respectively given multi-dimensional discussions. The dimensions include the history, the characteristic, the function, the advantage and disadvantage in promote the teacher professional collaboration of the model. When the first model is discussed, The System of Mentoring in Western countries and The System of Teacher Collective Preparing Lessons and The System of Teacher Attending Lectures in China are selected as specific reference analytical objects and examples. When the second model is discussed, Peering coaching in America is selected as a specific reference analytical object and example.In Chapter 5, two kind of self-organization collaboration models that The Teacher Collaboration Model Based on Teacher Professional Community and The Virtnal Teacher Collaboration Model Based on Network are respectively given multi-dimensional discussions. The dimensions also include the history, the characteristic, the function, the advantage and disadvantage in promote the teacher professional collaboration of the model. When the latter model is discussed, Teachers'Blog is selected as a specific reference analytical object and example.In Chapter 6, the theory of teacher professional collaboration is reflected and reconstructed first, and then some considerations and suggestions about how to reasonably select teacher professional collaboration models in practice are put forward on the base of comparative analysis of all kind of the models.