本研究以实践共同体为理论视角,采用历时、多案例比较法探究高校英语教师科研领导力在网络共同体中的发展。研究发现:(1)在网络共同体情境下,教师科研领导力发展是共同体成员结构、教师网络互动、网络学习环境3个核心要素良性互动的结果;(2)教师网络互动以资源、认知、情感、价值和行为互动为内容,表现为自我互动、同伴互动、与共同体互动,影响教师个体科研认知、行为、学术能力发展与教学,促进教师群体的身份认同和建构,反映了教师学习的自主性、合作性、实践性、连贯性和差异性;(3)有效的网络实践共同体具有成员结构多样化、互动交流专业化、学习环境协同化3个区别性特征。研究进而构建高校英语教师科研领导力发展的网络共同体模型,以期为教师科研和专业发展提供一定借鉴。 This study uses the practice community as the theoretical perspective, using the diachronic and multi-case comparison method to explore the development of university English teachers’ scientific research leadership in the network community. The findings are as follows: (1) Under the condition of network community, the development of teachers’ scientific research leadership is the result of the positive interactions among the three core elements of community structure, teacher network interaction and network learning environment; (2) Emotional, value and behavior as the content, showing self-interaction, peer interaction, interaction with the community, affecting the individual scientific research of teachers cognitive behavior, academic development and teaching, and promote the identity and construction of teachers groups, reflecting the teacher learning Independence, cooperation, practicality, coherence and difference; (3) The effective network practice community has three distinctive features: diversity of members, specialization of interaction and interaction, and coordination of learning environment. In order to build a network community model for the development of scientific research leadership in English teachers in colleges and universities, this paper will provide some reference for teachers’ research and professional development.