Multifaceted collaboration for professional development of teachers is important in contemporary teacher education. In recent years, building upon the traditional bilateral cooperation model between higher education institutions and primary and secondary schools, there has been an increased focus on the localized support needed for practical work. The tripartite cooperation among universities, local governments, primary and secondary schools has become the current direction of development. In this paper it is reviewed that the literaturerelatedto the collaboration models of teacher professional development, with a systematic comparison and analysis on existing cooperation models, and examination on the reasons, characteristics, elements, and patterns of cooperation. Furthermore, by incorporating a case study of the construction of the physics community of Beijing Normal University, the integration of various cooperative models is explored