| Abstract | 第1-15页 |
| 摘要 | 第15-19页 |
| List of Abbreviations | 第19-20页 |
| Chapter one Introduction | 第20-28页 |
| ·Background of the Study | 第20-22页 |
| ·Statement of the Problem | 第22-24页 |
| ·Purpose and Method of the Study | 第24-25页 |
| ·Significance of the Study | 第25-26页 |
| ·Organization of the Dissertation | 第26-28页 |
| Chapter Two Theoretical Framework | 第28-35页 |
| ·Introduction | 第28页 |
| ·History of Sociocultural Theory | 第28-29页 |
| ·Major Principles of Sociocultural Theory | 第29-31页 |
| ·Genetic Method | 第30页 |
| ·Mediation | 第30页 |
| ·Internalization | 第30-31页 |
| ·The Zone of Proximal Development | 第31页 |
| ·Application of Sociocultural Theory | 第31-32页 |
| ·Triangular Prism Model as the Analyzing Framework | 第32-34页 |
| ·Summary | 第34-35页 |
| Chapter Three Literature Review | 第35-63页 |
| ·Introduction | 第35-36页 |
| ·PCK as the Core of Teachers' Professionalism | 第36-49页 |
| ·The Inception of PCK Concept | 第36-37页 |
| ·The Development of PCK Concept | 第37-41页 |
| ·Models of PCK Components | 第41-48页 |
| ·The Working Definition of PCK in the Study | 第48-49页 |
| ·Studies on PCK in the Field of Science Education | 第49-58页 |
| ·PCK of Pre-service Teachers | 第50-52页 |
| ·PCK of In-service Teachers | 第52-55页 |
| ·PCK of Teacher Educators | 第55-57页 |
| ·PCK of Chinese Science Teachers | 第57-58页 |
| ·Studies on PCK in the field of Language Education | 第58-61页 |
| ·PCK of Pre-service Language Teachers | 第58-59页 |
| ·PCK of In-service Language Teachers | 第59-60页 |
| ·PCK of Chinese EFL Teachers | 第60-61页 |
| ·Research Gaps and Research Questions | 第61-62页 |
| ·Summary | 第62-63页 |
| Chapter Four Methodology | 第63-72页 |
| ·Introduction | 第63页 |
| ·Settings of the Study | 第63-64页 |
| ·Participants | 第64-66页 |
| ·Sources of Data | 第66-67页 |
| ·Data Collection | 第67-68页 |
| ·Data Analysis | 第68-71页 |
| ·Analysis of In-depth Interviews | 第69页 |
| ·Analysis of Reflective Journals | 第69-70页 |
| ·Analysis of Classroom Observation Notes | 第70-71页 |
| ·Synthesis of the Initial Analysis | 第71页 |
| ·Coding with the Triangular Prism Model | 第71页 |
| ·Summary | 第71-72页 |
| Chapter Five The Case of Jack | 第72-92页 |
| ·Introduction | 第72页 |
| ·Profile of Jack | 第72页 |
| ·Jack's Teaching Context | 第72-74页 |
| ·Time Allocation | 第72-73页 |
| ·Colleagues | 第73页 |
| ·Courses and Textbooks | 第73-74页 |
| ·Students | 第74页 |
| ·Jack's Conceptional Development of PCK Components | 第74-79页 |
| ·Jack's Initial Conception of PCK Components | 第74-76页 |
| ·Jack's Updated Conception of PCK Components | 第76-78页 |
| ·Over-time Changes in Jack's Conceptions of PCK Components | 第78-79页 |
| ·Socioculturalization of Jack's Conception of PCK Components | 第79-91页 |
| ·Subject | 第79-81页 |
| ·Community | 第81-83页 |
| ·Tools | 第83-86页 |
| ·Rules | 第86-88页 |
| ·Roles | 第88页 |
| ·Object | 第88-91页 |
| ·Summary | 第91-92页 |
| Chapter Six The Case of Emily | 第92-107页 |
| ·Introduction | 第92页 |
| ·Profile of Emily | 第92页 |
| ·Emily's Teaching Context | 第92-94页 |
| ·Time Allocation | 第92-93页 |
| ·Colleagues | 第93页 |
| ·Courses and Textbooks | 第93页 |
| ·Students | 第93-94页 |
| ·Emily's Conceptional Development of PCK Components | 第94-101页 |
| ·Emily's Initial Conception of PCK Components | 第94-95页 |
| ·Emily's Updated Conception of PCK Components | 第95-99页 |
| ·Over-time Changes in Emily's Conceptions of PCK Components | 第99-101页 |
| ·Socioculturalizaion of Emily's Conception of PCK Components | 第101-105页 |
| ·Subject | 第101页 |
| ·Community | 第101-103页 |
| ·Tools | 第103-104页 |
| ·Rules | 第104-105页 |
| ·Object | 第105页 |
| ·Summary | 第105-107页 |
| Chapter Seven The Case of Kathy | 第107-129页 |
| ·Introduction | 第107页 |
| ·Profile of Kathy | 第107-108页 |
| ·Kathy's Teaching Context | 第108-111页 |
| ·Time Allocation | 第108页 |
| ·Colleagues | 第108页 |
| ·Courses and Textbooks | 第108-109页 |
| ·Students | 第109-111页 |
| ·Kathy's Conceptional Development of PCK Components | 第111-121页 |
| ·Kathy's Initial Conception of PCK Components | 第111-114页 |
| ·Kathy's Updated Conception of PCK Components | 第114-120页 |
| ·Over-time Changes in Kathy's Conceptions of PCK Components | 第120-121页 |
| ·Socioculturalizaion of Kathy's Conception of PCK Components | 第121-127页 |
| ·Subject | 第121-122页 |
| ·Community | 第122-124页 |
| ·Tools | 第124-125页 |
| ·Rules | 第125页 |
| ·Roles | 第125-126页 |
| ·Object | 第126-127页 |
| ·Summary | 第127-129页 |
| Chapter Eight The Case of Kate | 第129-143页 |
| ·Introduction | 第129页 |
| ·Profile of Kate | 第129页 |
| ·Kate's Teaching Context | 第129-131页 |
| ·Time Allocation | 第129-130页 |
| ·Colleagues | 第130页 |
| ·Courses and Textbooks | 第130页 |
| ·Students | 第130-131页 |
| ·Kate's Conceptional Development of PCK Components | 第131-136页 |
| ·Kate's Initial Conception of PCK Components | 第131-132页 |
| ·Kate's Updated Conception of PCK Components | 第132-135页 |
| ·Over-time Changes in Kate's Conceptions of PCK Components | 第135-136页 |
| ·Socioculturalization of Kate's Conception of PCK Components | 第136-142页 |
| ·Subject | 第136-137页 |
| ·Community | 第137-138页 |
| ·Tools | 第138-139页 |
| ·Rules | 第139-140页 |
| ·Roles | 第140-141页 |
| ·Object | 第141-142页 |
| ·Summary | 第142-143页 |
| Chapter Nine The Case of Sally | 第143-160页 |
| ·Introduction | 第143页 |
| ·Profile of Sally | 第143页 |
| ·Sally's Teaching Context | 第143-145页 |
| ·Time Allocation | 第143-144页 |
| ·Colleagues | 第144页 |
| ·Courses and Textbooks | 第144-145页 |
| ·Students | 第145页 |
| ·Sally's Conceptional Development of PCK Components | 第145-153页 |
| ·Sally's Initial Conception of PCK Components | 第145-147页 |
| ·Sally's Updated Conception of PCK Components | 第147-152页 |
| ·Over-time Changes in Sally's Conceptions of PCK Components | 第152-153页 |
| ·Socioculturalizaion of Sally's Conception of PCK Components | 第153-158页 |
| ·Subject | 第153页 |
| ·Community | 第153-154页 |
| ·Tools | 第154-156页 |
| ·Rules | 第156-157页 |
| ·Roles | 第157页 |
| ·Object | 第157-158页 |
| ·Summary | 第158-160页 |
| Chapter Ten Cross-Case Results and Findings | 第160-178页 |
| ·Introduction | 第160页 |
| ·Initial Conception of PCK Components | 第160-164页 |
| ·Knowledge of Teaching Content | 第160-161页 |
| ·Knowledge of Teaching Strategies | 第161-162页 |
| ·Knowledge of Students | 第162-163页 |
| ·English Level | 第163页 |
| ·Knowledge of Resources | 第163-164页 |
| ·Knowledge of C1ass Management | 第164页 |
| ·Updated Conception of PCK Components | 第164-174页 |
| ·Knowledge of Students | 第165-166页 |
| ·English Level | 第166-167页 |
| ·Knowledge of Self | 第167页 |
| ·Knowledge of Subject Content | 第167-168页 |
| ·Knowledge of Teaching Purposes | 第168-169页 |
| ·Knowledge of Class Management | 第169页 |
| ·Knowledge of Teaching Strategies | 第169-170页 |
| ·Knowledge of General Pedagogy | 第170-171页 |
| ·Knowledge of Assessment | 第171-172页 |
| ·Knowledge of Resources | 第172-173页 |
| ·Knowledge of Curriculum | 第173-174页 |
| ·Knowledge of Context | 第174页 |
| ·Language Awareness | 第174页 |
| ·Relationship among the PCK Components | 第174-175页 |
| ·Influential Factors on Conceptions of PCK Components | 第175-177页 |
| ·Summary | 第177-178页 |
| Chapter Eleven Discussion | 第178-199页 |
| ·Introduction | 第178页 |
| ·The Updated Concept of PCK | 第178-181页 |
| ·The Dynamic Nature of PCK | 第178-180页 |
| ·PCK as Personal, Contextual, and Cultural Knowledge | 第180-181页 |
| ·PCK Components in New Relations | 第181-188页 |
| ·Interrelation of PCK Components | 第181-182页 |
| ·KOGPNot as a Core PCK Component for Most Participants | 第182-183页 |
| ·KOSF as a Core PCK Component for All Participants | 第183-184页 |
| ·Affective Factors Suggested as Interrelated with PCK Components | 第184-185页 |
| ·KOS as the Driving Force of PCK | 第185-186页 |
| ·EL as a Separate PCK Component from KOSC | 第186-187页 |
| ·KOR as a New Strand of PCK | 第187页 |
| ·Level vs. Conception of PCK Components | 第187-188页 |
| ·Complex Influential Factors on Conceptualization of PCK | 第188-194页 |
| ·Human Mediation as the Most Important Factor to conception of PCK | 第188页 |
| ·Internet as an Influential Mediating Tool | 第188-189页 |
| ·Chinese Traditional Culture as an Important Rule | 第189-190页 |
| ·Teachers' Lack of Professional Autonomy as a Restricting Rule | 第190-191页 |
| ·Teacher Cooperation as a Weak Community Component | 第191-192页 |
| ·Tensions and Contradictions as a Driving Force | 第192-193页 |
| ·Change of Working Context as a Turning Point | 第193页 |
| ·Teachers'Financial Situation as a Restricting Social Factor | 第193-194页 |
| ·Degree Education as a Restricting Educational Artifact | 第194页 |
| ·Activity Theory as an Appropriate Analyzing Framework | 第194-195页 |
| ·A Ladder Model of PCK Conceptional Development | 第195-198页 |
| ·Summary | 第198-199页 |
| Chapter Twelve Conclusion | 第199-211页 |
| ·Summary of the Study | 第199-201页 |
| ·Pedagogical Implications | 第201-208页 |
| ·Establishing Effective Mentorship | 第202-204页 |
| ·Providing Flexible Teacher Development Programs | 第204页 |
| ·Giving Apprenticeship Time to Novice Teachers | 第204-205页 |
| ·Strengthening EFL Teachers' Professional Autonomy | 第205页 |
| ·Establishing More Reasonable Teacher Evaluation System | 第205-206页 |
| ·Improving EFL Teachers' Learning Community | 第206-207页 |
| ·Encouraging More Social Activities for EFL Teachers | 第207-208页 |
| ·Providing More Overseas Learning Opportunities | 第208页 |
| ·Limitations of the Study | 第208-209页 |
| ·Suggestions for Future Studies | 第209-210页 |
| ·Concluding Remarks | 第210-211页 |
| References | 第211-228页 |
| Appendix Ⅰ Guiding Questions for Interviews | 第228-229页 |
| Appendix Ⅱ Example of the Original and Translated Reflectional Journals | 第229-231页 |
| Appendix Ⅲ Guidelines for Making Classroom Observation Notes | 第231-232页 |
| Acknowledgments | 第232-233页 |
| Publication | 第233-234页 |
| 学位论文评阅及答辩情况表 | 第234页 |
