| ACKNOWLEDGEMENTS | 第6-7页 |
| ABSTRACT | 第7-8页 |
| 摘要 | 第9-18页 |
| CHAPTER ONE INTRODUCTION | 第18-28页 |
| 1.1 RESEARCH BACKGROUND | 第18-23页 |
| 1.1.1 Teacher and teacher education | 第18页 |
| 1.1.2 Governme nt policies and documents | 第18-20页 |
| 1.1.3 The Status quo of university English teachers and teacher educators | 第20-21页 |
| 1.1.4 The study of teacher knowledge and PCK (pedagogical content knowledge) | 第21-23页 |
| 1.2 THE RESEARCHER AND THE RESEARCH | 第23页 |
| 1.3 THE PURPOSE AND SIGNIFICANCE OF THE RESEARCH | 第23-25页 |
| 1.4 DEFINITION OF KEY TERMS AND RESEARCH QUESTIONS | 第25-26页 |
| 1.5 THE STRUCTURE OF THIS THESIS | 第26-28页 |
| CHAPTER TWO LITERATURE REVIEW | 第28-63页 |
| 2.1 THEORETICAL FOUNDATION | 第28-31页 |
| 2.1.1 Cognitive constructivism | 第28-29页 |
| 2.1.2 Social constructivism | 第29-30页 |
| 2.1.3 Reflective practice | 第30-31页 |
| 2.2 TEACHERS’ PROFESSIONAL DEVELOPMENT | 第31-35页 |
| 2.2.1 The origin of teachers’ professional development | 第31-32页 |
| 2.2.2 The nature of teachers’ professional development | 第32-33页 |
| 2.2.3 Models, sequences and methods of teachers’ professional development | 第33-35页 |
| 2.3 TEACHER EDUCATORS | 第35-41页 |
| 2.3.1 Definitions | 第35-36页 |
| 2.3.2 Standards set by the organizations | 第36-39页 |
| 2.3.3 Research on teacher educators | 第39-41页 |
| 2.4 TEACHERS’ KNOWLEDGE BASE | 第41-44页 |
| 2.5 PCK AND MODELS | 第44-53页 |
| 2.5.1 Shulman’s model | 第44-46页 |
| 2.5.2 Grossman’s model | 第46-47页 |
| 2.5.3 Cochran et.al.’s model | 第47-48页 |
| 2.5.4 Gess-Newsome’s model | 第48-49页 |
| 2.5.5 Multiple compone nts model | 第49-50页 |
| 2.5.6 Evolved and modifie d models | 第50-52页 |
| 2.5.7 Summary of the PCK traditional models | 第52-53页 |
| 2.6 RESEARCH ON PCK | 第53-60页 |
| 2.6.1 The construct and conce ption of PCK | 第54-56页 |
| 2.6.2 The pattern and re pre sentation of PCK | 第56-57页 |
| 2.6.3 Sources and developme nt of teachers’ PCK | 第57-59页 |
| 2.6.4 Teacher educator’s PCK | 第59-60页 |
| 2.7 TEACHERS’ TPACK | 第60-63页 |
| Chapter Three PCK of University English Teacher Educators | 第63-77页 |
| 3.1 ESL/EFL TEACHER KNOWLEDGE EDUCATION | 第63-64页 |
| 3.2 ENGLISH TEACHER CONTENT KNOWLEDGE RESEARCH IN CHINA | 第64-65页 |
| 3.3 PCK OF ESL TEACHERS | 第65-68页 |
| 3.4 PCK OF EFL/ESL TEACHER EDUCATORS | 第68-70页 |
| 3.5 Pertinent Undergraduate and post-graduate programs in China | 第70-73页 |
| 3.5.1 EFL advisory board | 第70页 |
| 3.5.2 Master’s de gree program | 第70-71页 |
| 3.5.3 Undergraduate program in the Department of English Education | 第71-72页 |
| 3.5.4 Syllabi of the courses | 第72-73页 |
| 3.6 ESL/EFL teacher educators’ Conceptualized Framework of PCK | 第73-77页 |
| 3.6.1 Working definition of University English teacher educators’ PCK | 第73-74页 |
| 3.6.2 Conceptual Framework | 第74-77页 |
| CHAPTER FOUR RESEARCH DESIGN | 第77-96页 |
| 4.1 RESEARCH QUESTIONS | 第77-78页 |
| 4.2 PARTICIPANTS | 第78-80页 |
| 4.3 RESEARCH METHODOLOGY | 第80-85页 |
| 4.3.1 Research rationale | 第80-81页 |
| 4.3.2 Research route | 第81-82页 |
| 4.3.3 Research instruments | 第82-85页 |
| 4.4. DATA COLLECTION AND PROCESSING | 第85-91页 |
| 4.4.1 First phase: intervie ws | 第85-86页 |
| 4.4.2 Second phase: questionnaire | 第86-88页 |
| 4.4.3 Third phase: case studie s | 第88-91页 |
| 4.5 DATA ANALYSIS | 第91-93页 |
| 4.6 ESTABLISHING VALIDITY AND RELIABILITY | 第93-96页 |
| CHAPTER FIVE RQ 1 FINDINGS AND INTERPRETATIONS | 第96-136页 |
| 5.1 PHASE ONE: FINDINGS FROM BACKBONE AND EXPERT EDUCATORS | 第96-99页 |
| 5.1.1 Backbone teachers | 第96页 |
| 5.1.2 Expert educators | 第96-98页 |
| 5.1.3 Interpretations | 第98-99页 |
| 5.2 Phase Two: Result of the Questionnaire and Brief Interpretation | 第99-104页 |
| 5.2.1 Overall descriptive result of compone nts | 第99页 |
| 5.2.2 Specific statistical features | 第99-104页 |
| 5.2.3 Interpretations | 第104页 |
| 5.3 PHASE THREE：CASE STUDIES | 第104-134页 |
| 5.3.1 CS1, Cherry | 第104-111页 |
| 5.3.2 CS2, Young | 第111-116页 |
| 5.3.3 CS3, Lester | 第116-122页 |
| 5.3.4 CS4, Andre w | 第122-127页 |
| 5.3.5 CS5, Larry | 第127-131页 |
| 5.3.6 CS6, Zen | 第131-134页 |
| 5.4 BRIEF ANALYSIS AND INTERPRETATION | 第134-136页 |
| CHAPTER SIX RQ2 FINDINGS AND INTERP RETATIONS | 第136-161页 |
| 6.1. PHASE ONE: FINDINGS FROM EDUCATORS | 第136页 |
| 6.2 PHASE TWO: RESULT OF THE QUESTIONNAIRE | 第136-138页 |
| 6.2.1 Result of overall educators | 第136-137页 |
| 6.2.2 Specific statistical features | 第137-138页 |
| 6.3 PHASE THREE: CASE STUDIES | 第138-159页 |
| 6.3.1 CS1, Cherry’s sources and pathways of PCK | 第138-143页 |
| 6.3.2 CS2, Young’s sources and pathways of PCK | 第143-146页 |
| 6.3.3 CS3, Lester’s sources and pathways of PCK | 第146-148页 |
| 6.3.4 CS4, Andre w’s sources and pathways of PCK | 第148-152页 |
| 6.3.5 CS5, Larry’s sources and pathways of PCK | 第152-156页 |
| 6.3.6 CS6, Zen’s sources and pathways of PCK | 第156-159页 |
| 6.4 BRIEF ANALYSIS AND INTERPRETATION | 第159-161页 |
| CHAPTER SEVEN RQ3 FINDINGS AND INTERPRETATIONS | 第161-180页 |
| 7.1 Phase One: Findings from interviews with backbone schoolteachers | 第161页 |
| 7.2 PHASE TWO: RESULT OF THE QUESTIONNAIRE | 第161-164页 |
| 7.3 PHASE THREE: CASE STUDIES | 第164-178页 |
| 7.3.1 Factors affecting Cherry's PCK | 第165-167页 |
| 7.3.2 Factors affecting Young's PCK | 第167-169页 |
| 7.3.3 Factors affecting Le ster's PCK | 第169-171页 |
| 7.3.4 Factors affecting Andrew's PCK | 第171-174页 |
| 7.3.5 Factors affecting Larry's PCK | 第174-176页 |
| 7.3.6 Factors affecting Zen's PCK | 第176-178页 |
| 7.4 BRIEF ANALYSIS AND INTERPRETATION | 第178-180页 |
| CHAPTER EIGHT DISCUSSION | 第180-213页 |
| 8.1 DISCUSSIONS ON THE RESULTS OF RESEARCH QUESTIONS | 第180-206页 |
| 8.1.1 The components of the English teacher educators ’ PCK | 第180-192页 |
| 8.1.2 The interpre tation of the routes and development of PCK | 第192-203页 |
| 8.1.3 Influencing factors on PCK de velopment | 第203-206页 |
| 8.2 PCK AND TEACHER PROFESSIONAL DEVELOPMENT | 第206-210页 |
| 8.2.1 Attitudinal and ide ological development | 第207页 |
| 8.2.2 Intellectual and professional Knowledge | 第207-208页 |
| 8.2.3 Stages of action | 第208-209页 |
| 8.2.4 Social commitment | 第209-210页 |
| 8.3 REVIEW OF PCK FRAMEWORK AND EDUCATORS’ PCK DEVELOPMENT | 第210-212页 |
| Summary | 第212-213页 |
| CHAPTER NINE CONCLUSION | 第213-224页 |
| 9.1 MAJOR FINDINGS OF THE RESEARCH | 第213-217页 |
| 9.1.1 Results regarding RQ1 | 第213-215页 |
| 9.1.2. Developmental patterns in teacher educator’s PCK | 第215-216页 |
| 9.1.3 Factors which affect the developme nt of PCK | 第216-217页 |
| 9.2 CENTRAL RESEARCH CONTRIBUTIONS | 第217-218页 |
| 9.3 PRACTICAL SUGGESTIONS BASED ON RESEARCH FINDINGS | 第218-221页 |
| 9.3.1 Criteria should be drawn and implemente d | 第218页 |
| 9.3.2 Explicit policy and curriculum | 第218-219页 |
| 9.3.3 Training of the educators | 第219-220页 |
| 9.3.4. Close contact with the schoolteachers | 第220-221页 |
| 9.4 LIMITATIONS OF THE RESEARCH | 第221-222页 |
| 9.5 FUTURE RESEARCH | 第222页 |
| 9.6 Concluding remarks | 第222-224页 |
| REFERENCES | 第224-236页 |
| APPENDICES | 第236-257页 |
| APPENDIX 1 | 第236-240页 |
| APPENDIX 2 | 第240-241页 |
| APPENDIX 3 | 第241-256页 |
| APPENDIX 4 | 第256-257页 |
