为促进教师专业发展，馆校结合情境中的教师实践性知识亟待探究。本文使用主题分析法，在NVivo中进行编码分析9名地理新教师在馆校结合教师培训后写的教育故事，并在半年后进行回访。研究结果显示，此次馆校结合教师培训生成了以“不止步”为教育本质信念的教师实践性知识。这一馆校结合情境下生成的教师实践性知识能够迁移到日常教学中，帮助教师更好地实施教学。本研究成果丰富了教师实践性知识理论内涵，并为馆校结合情境中促进教师专业发展提供建议。

To facilitate teachers' professional development, there is an urgent need to investigate the practical knowledge of teachers in the context of Museum-School Partnership. This study employs thematic analysis and conducts coding in NVivo to analyze educational narratives written by nine novice geography teachers following a museum-school integrated training program. Follow-up interviews were conducted six months later. The fi ndings reveal that the training fostered the development of teachers' practical knowledge characterized by the educational belief of "never settling," which signifi es a commitment to continuous progress. This context-specifi c practical knowledge was found to be transferable to everyday teaching practices, thereby enhancing instructional implementation. The results contribute to enriching the theoretical understanding of teachers' practical knowledge and off er recommendations for promoting professional development in museum-school Partnership.