| The education quality is hoped to be improved by the education change. However, it has been realized that the improvement of education quality can not be carried out without the teacher's support. The higher of expectation to education is, the higher of the demand on the education quality. And the requirement to the teacher becomes higher and higher. So, teacher development has become a problem. It really makes sense to seek after an available way of teacher development in existing educational contexts for the teacher facing various stress and challenges as well as the promoter to the education change. Based on the case, the activity of teaching-research group was described and reviewed amply, and the process of the influence of the activity of teaching-research group upon teacher development was found as well as the results in the study. It suggested that the activity of teaching-research group is valuable to the cooperative teacher development.Case study is the main research method employed in this study. The case is No.2 kindergarten in Tianshan village in Shanghai. Multiple methods of data collection were adopted including on-site observation, interview and documents analysis. All the interview records were transcribed and were read repeatedly along with field notes and documents. Themes, comments and ideas emerging during this period were written down and acted as guidelines for further data-analysis. At last the themes were categorized and sequenced into the final report.Ecological approach teacher development theory considers teacher development in the context of teacher professional activity, it looks the right soil for teacher development, and constructs the collaborative culture to help teacher development. The theory of teacher collectivity emphasizes the collaborative relationship among teacher community, the harmonious atmosphere among teacher community, the corporate value and understanding among teacher community. The core conception of the peer coaching theory is to set up the cooperating and associate relationship among teachers, peer coaching is one of the important acting strategy for teacher development. All those theory provide a very good angle of view to the activity of teaching-research group, this thesis is based on them.The activity of teaching-research group was amply described in this report. As a condition, the organization and system of the teaching-research group influences teacher development. Different manners place different influences. One of the functions of the activity of teaching-research group is to manage the teachers. As the platform of communication, the form of studying and the base of the teacher training, the activity of teaching-research group focuses on teacher community development. The operation of teaching-research group determines the influence on teacherdevelopment. Presiding the activity of teaching-research group in turn is not only a challenge for the teacher, but also an opportunity to promoting herself. It is critical for the teachers to communicate with each other in the activity of teaching-research group. What threaten the fluency of the communication are the relationship and the "custom" in it. Some worries of the teacher disturb the atmosphere of the activity. By sharing experiences and learning from each other, the teachers make improvement including (1) advancement in the ability of practice; (2) increase in attainment of theory; (3) enhancement in the ability of reflecting and learning by oneself; (4) cultivation of cohesion in the teacher community.By analyzing the available activity of teacher development, the report puts forward some suggestions for improving the activity of teaching-research group, including (1) aiming to the study of educating and caring and teacher development; (2) attending to the problems in education; (3) presiding in turn and speaking centrally; (4) avoiding the influence of the teacher's status and longevity; (5) emphasizing the "agreement".
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