声明
CONTENTS
Abstract
摘要
List of Tables
List of Figures
List of Abbreviations
Chapter One Introduction
1．1 Background of the Study
1．2 Statement of the Problem
1．3 Purpose and Method of the Study
1．4 Significance of the Study
1．5 Organization of the Dissertation
Chapter Two Theoretical Framework
2．1 Introduction
2．2 History of Sociocultural Theory
2．3 Major Principles of Sociocultural Theory
2．3．1 Genetic Method
2．3．2 Mediation
2．3．3 Internalization
2．3．4 The Zone of Proximal Development
2．4 Application of Sociocultural Theory
2．5 Triangular Prism Model as the Analyzing Framework
2．6 Summary
Chapter Three Literature Review
3．1 Introduction
3．2 PCK as the Core of Teachers’ Professionalism
3．2．1 The Inception of PCK Concept
3．2．2 The Development of PCK Concept
3．2．3 Models of PCK Components
3．2．4 The Working Definition of PCK in the Study
3．3 Studies on PCK in the Field of Science Education
3．3．1 PCK of Pre-service Teachers
3．3．2 PCK of In-service Teachers
3．3．3 PCK of Teacher Educators
3．3．4 PCK of Chinese Science Teachers
3．4 Studies on PCK in the Field of Language Education
3．4．1 PCK of Pre-service Language Teachers
3．4．2 PCK of In-service Language Teachers
3．4．3 PCK of Chinese EFL Teachers
3．5 Research Gaps and Research Questions
3．6 Summary
Chapter Four Methodology
4．1 Introduction
4．2 Settings of the Study
4．3 Participants
4．4 Sources of Data
4．5 Data Collection
4．6 Data Analysis
4．6．1 Analysis of In-depth Interviews
4．6．2 Analysis of reflectional journals
4．6．3 Analysis of Classroom Observation Notes
4．6．4 Synthesis of the Initial Analysis
4．6．5 Coding with the Triangular Prism Model
4．7 Summary
Chapter Five The Case of Jack
5．1 Introduction
5．2 Profile of Jack
5．3 Jack’s Teaching Context
5．3．1 Time allocation
5．3．2 Colleagues
5．3．3 Courses and Textbooks
5．3．4 Students
5．4 Jack’s Conceptional Development of PCK Components
5．4．1 Jack’s Initial Conception of PCK Components
5．4．2 Jack’s Updated Conception of PCK Components
5．4．3 Over-time Changes in Jack’s Conceptions of PCK Components
5．5 Sociocultualization of Jack’s Conception of PCK Components
5．5．1 Subject
5．5．2 Community
5．5．3 Tools
5．5．4 Rules
5．5．5 Roles
5．5．6 Object
5．6 Summary
Chapter Six The Case of Emily
6．1 Introduction
6．2 Profile of Emily
6．3 Emily’s Teaching Context
6．3．1 Time Allocation
6．3．2 Colleagues
6．3．3 Students
6．3．4 Courses and Textbooks
6．4 Emily’s Conceptional Development of PCK Components
6．4．1 Emily’s Initial Conception of PCK Components
6．4．2 Emily’s Updated Conception of PCK Components
6．4．3 Changes in Emily’s Conceptions of PCK Components
6．5 Socioculturalization of Emily’s Conception of PCK Components
6．5．1 Subject
6．5．2 Community
6．5．3 Tools
6．5．4 Rules
6．5．5 Object
6．6 Summary
Chapter Seven The Case of Kathy
7．1 Introduction
7．2 Profile of Kathy
7．3 Kathy’s Teaching Context
7．3．1 Time allocation
7．3．2 Colleagues
7．3．3 Students
7．3．4 Courses and Textbooks
7．4 Kathy’s Conceptional Development of PCK components
7．4．1 Kathy’s Initial Conception of PCK Components
7．4．2 Kathy’s Updated Conception of PCK Components
7．4．3 Changes in Kathy’s Conceptions of PCK Components
7．5 Socioculturalization of Kathy’s Conception of PCK Components
7．5．1 Subject
7．5．2 Community
7．5．3 Tools
7．5．4 Rules
7．5．5 Roles
7．5．6 Object
7．6 Summary
Chapter Eight The Case of Kate
8．1 Introduction
8．2 Profile of Kate
8．3 Kate’s Teaching Context
8．3．1 Time allocation
8．3．2 Colleagues
8．3．3 Students
8．3．4 Courses and textbooks
8．4 Kate’s Conceptional Development of PCK Components
8．4．1 Kate’s Initial Conception of PCK Components
8．4．2 Kate’s Updated Conception of PCK Components
8．4．3 Changes in Kate’s Conceptions of PCK Components
8．5 Socioculturalization of Kate’s Conception of PCK Components
8．5．1 Subject
8．5．2 Community
8．5．3 Tools
8．5．4 Rules
8．5．5 Roles
8．5．6 Object
8．6 Summary
Chapter Nine The Case of Sally
9．1 Introduction
9．2 Profile of Sally
9．3 Sally’s Teaching Context
9．3．1 Time Allocation
9．3．2 Colleagues
9．3．3 Students
9．3．4 Courses and Textbooks
9．4 Sally’s Conceptional Development of PCK Components
9．4．1 Sally’s Initial Conception of PCK Components
9．4．2 Sally’s Updated Conception of PCK Components
9．4．3 Over-time Changes in Sally’s Conceptions of PCK Components
9．5 Socioculturalization of Sally’s Conception of PCK Components
9．5．1 Subject
9．5．2 Community
9．5．3 Tools
9．5．4 Rules
9．5．5 Roles
9．5．6 Object
9．6 Summary
Chapter Ten Cross-Case Results and Findings
10．1 Introduction
10．2 Initial Conception of PCK Components
10．2．1 Knowledge of Teaching Content
10．2．2 Knowledge of Teaching Strategies
10．2．3 Knowledge of Students
10．2．4 English Level
10．2．5 Knowledge of Resources
10．2．6 Knowledge of Class Management
10．3 Updated Conception of PCK Components
10．3．1 Knowledge of Students
10．3．2 English Level
10．3．3 Knowledge of Self
10．3．4 Knowledge of Subject Content
10．3．5 Knowledge of Teaching Purposes
10．3．6 Knowledge of Class Management
10．3．7 Knowledge of Teaching Strategies
10．3．8 Knowledge of General Pedagogy
10．3．9 Knowledge of Assessment
10．3．10 Knowledge of Resources
10．3．11 Knowledge of Curriculum
10．3．12 Knowledge of Context
10．3．13 Language Awareness
10．4 Relationship among the PCK Components
10．5 Influential Factors on PCK Development
10．6 Summary
Chapter Eleven Discussion
11．1 Introduction
11．2 The Updated Concept of PCK
11．2．1 The Dynamic Nature of PCK
11．2．2 PCK as Personal，Contextual，and Cultural Knowledge
11．3 PCK Components in New Relations
11．3．1 Interrelation of PCK Components
11．3．2 KOGP Not as a Core PCK Component for Most Participants
11．3．3 KOSF as a Core PCK Component for All Participants
11．3．4 Affective Factors Suggested as Interrelated with PCK Components
11．3．5 KOS as the Driving Force of PCK
11．3．6 EL as a Separate PCK Component from KOSC
11．3．7 KOR as a New Strand of PCK
11．3．8 Level vs Conception of PCK Components
11．4 Complex Influential Factors on Conceptionalization of PCK
11．4．1 Human Mediation as the Most Important Factor to Conception of PCK
11．4．2 Internet as an Influential Mediating Tool
11．4．3 Traditional Chinese culture as an Important Rule
11．4．4 Teachers’ Lack of Professional Autonomy as a Restricting Rule
11．4．5 Teacher Cooperation as a Weak Community Component
11．4．6 Tensions and Contradictions as a Driving Force
11．4．7 Change of Working Context as a Turning Point
11．4．8 Teachers’ Financial Situation as Restricting Social Factor
11．4．9 Degree Education as a Restricting Educational Artifact
11．5 Activity Theory as an Appropriate Analyzing Framework
11．6 A Ladder Model of PCK Conceptional Development
11．7 Summary
Chapter Twelve Conclusion
12．1 Summary of the Study
12．2 Pedagogical Implications
12．2．1 Establishing Effective Mentorship
12．2．2 Providing Flexible Teacher Development Programs
12．2．3 Giving Apprenticeship Time to Novice Teachers
12．2．4 Strengthening EFL Teachers’ Professional Autonomy
12．2．5 Establishing More Reasonable Teacher Evaluation System
12．2．6 Improving EFL Teachers’ Learning Community
12．2．7 Encouraging More Social Activities for EFL Teachers
12．2．8 Providing More Overseas Learning Opportunities
12．3 Limitations of the Study
12．4 Suggestions for Future Studies
12．5 Concluding Remarks
References
AppendixⅠ Guiding Questions for Interviews
AppendixⅡ Example of the Original and Translated Reflectional Journal
AppendixⅢ Guidelines for Making Classroom Observation Notes
Acknowledgments
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