Abstract: Creativity is an inevitable requirement for teachers to create a new educational world in the process of “self-development and human development”. However， the issue of creative deficiency in the professional development of primary and secondary school teachers deserves urgent attention. Based on the theories of Communities of Practice and Activity Theory， this study employs deductive reasoning to discuss the value implications， model construction， and practical cases of regional innovation practice communities in promoting the development of teachers’ creative competence from three dimensions： how it can be done， how to do it， and whether it can be done. The research reveals that regional teacher practice communities， which are based on collective intelligence and differentiated development， possess characteristics of self-organization and normative unity， integration of teaching practice and reflection， as well as collaboration and innovation. These characteristics are conducive to activating teachers’ collective innovation vitality from four dimensions： emotional involvement， professional support， practical wisdom， and identity recognition. Practice demonstrates that regional educational administrative departments can effectively promote the comprehensive development of teachers' innovative competence by establishing multi-level and multi-dimensional innovation practice communities， activating the three-dimensional driving forces of teachers’ innovative practices， designing spiral co-creative innovative activities， and establishing a “one-body， two-wings， two-engines” guarantee system.