本书在认知和社会建构理论基础上，以舒尔曼及其后来发展的学科教学知识理论模型为框架，旨在厘清中国高校英语教师教育者的学科教学知识形成和发展的过程。本书采用探索和解释的研究范式，通过问卷调查、正式与非正式访谈、案例观察以及收集教学研究资料等具体方法，研究高校英语教师教育者学科教学知识的构成、构成要素之间的关系、学科教学知识从何而来、知识的演进发展、影响高校英语教师教育者的学科教学知识的发展的因素等问题。本书适合高校教师教育者阅读，以期为其实际工作提供启示和建议。

郭晓梅，上海外国语大学副教授，硕士导师，上海外国语大学英语语言文学博士毕业。先后在美国滑石大学、澳大利亚悉尼大学、马萨诸塞州立大学波斯顿校区和加拿大多伦多大学教育学院OISE学习和访问。教学方面，为本科生开设英语技能课，包括听力课、综合英语课、语音课，以及英语教学理论及方法课，为硕士生开设教育理论与课堂实践的课程，“英语教学理论及方法”获上海外国语大学精品课程立项。编著了《实用英语会话》（外语教育出版社2005），撰写了论文十余篇。同时担任教育部研究生学位委员会论文评审专家，上海外国语大学课程与教学论硕士二级学科点负责人。

Chapter One Introduction
1.1 Research Background
1.1.1 Teacher and teacher education
1.1.2 Government policies and documents
1.1.3 The status quo of university English teachers and teacher educators
1.1.4 The study of teacher knowledge and PCK （pedagogical content knowledge）
1.2 The Researcher and the Research
1.3 The Purpose and Significance of the Research
1.4 Definition of Key Terms and Research Questions
1.5 The Structure of This Book
Chapter Two Literature Review
2.1 Theoretical Foundation
2.1.1 Cognitive constructivism
2.1.2 Social constructivism
2.1.3 Reflective practice
2.2 Teachers' Professional Development
2.2.1 The origin of teachers' professional development
2.2.2 The nature of teachers' professional development
2.2.3 Models， sequences and methods of teachers' professional development
2.3 Teacher Educators
2.3.1 Definitions
2.3.2 Standards set by the organizations
2.3.3 Research on teacher educators
2.4 Teachers' Knowledge Base
2.5 PCK and Models
2.5.1 Shulman's model
2.5.2 Grossman's model
2.5.3 Cochran et al.'s model
2.5.4 Gess-Newsome's model
2.5.5 Multiple components model
2.5.6 Evolved and modified models
2.5.7 Summary of the PCK traditional models
2.6 Research on PCK
2.6.1 The construct and conception of PCK
2.6.2 The pattern and representation of PCK
2.6.3 Sources and development of teachers' PCK
2.6.4 Teacher educators' PCK
2.7 Teachers' TPACK
Chapter Three PCK of University English Teacher Educators
3.1 ESL/EFL Teachers' Knowledge Education
3.2 English Teachers' Content Knowledge Research in China
3.3 PCK of ESL Teachers
3 4 PCK of EFL/ESL Teacher Educators
3.5 Pertinent Undergraduate and Post-graduate Programs in China
3 5 1 EFL advisory board
3 5,2 Master's degree program
3 5.3 Undergraduate program in the Department of English Education
3.5.4 Syllabi of the courses
3.6 ESL/EFL Teacher Educators' Conceptualized Framework of PCK...
3.6 1 Working definition of university English teacher educators' PCK
3.6.2 Conceptual framework
Chapter Four Research Design
4.1 Research Questions
4.2 Participants
4.3 Research Methodology
4.3 1 Research rationale
4.3.2 Research route
4.3.3 Research instruments
4.4 Data Collection and Processing
4.4.1 First phase: interviews
4.4.2 Second phase: questionnaire
4.4.3 Third phase: case studies
4.5 Data Analysis
4.6 Establishing Validity and Reliability
Chapter Five RQ1 Findings and Interpretations
5.1 Phase One.. Findings from Backbone and Expert Educators
5.1.1 Backbone teachers
5.1.2 Expert educators
5.1.3 Interpretations
5.2 Phase Two: Result of the Questionnaire and Brief Interpretation ..
5 2.1 Overall descriptive result of components
5.2.2 Specific statistical features
5.2.3 Interpretations
5.3 Phase Three= Case Studies
5.3.1 CS1, Cherry
5.3.2 CS2, Young
5.3.3 CS3, Lester
5.3.4 CS4, Andrew
5.3.5 CS5, Larry
5.3.6 CS6, Zen
5.4 Brief Analysis and Interpretation
Chapter Six RQ2 Findings and Interpretations
6.1 Phase One= Findings from Educators
6.2 Phase Two: Result of the Questionnaire
6.2.1 Result of overall educators
6.2.2 Specific statistical features
6.3 Phase Three. Case Studies
6.3.1 CS1, Cherry's sources and pathways of PCK
6.3.2 CS2, Young's sources and pathways of PCK
6.3.3 CS3, Lester's sources and pathways of PCK
6.3.4 CS4, Andrew's sources and pathways of PCK
6.3.5 CS5, Larry's sources and pathways of PCK
6.3.6 CS6, Zen's sources and pathways of PCK
6 4 Brief Analysis and Interpretation
Chapter Seven RQ3 Findings and Interpretations
7.1 Phase One: Findings from Interviews with Backbone School

本书为“当代外语研究论丛”之一。本书在认知和社会建构理论基础上，以舒尔曼及其后来发展的学科教学知识理论模型为框架，理清中国高校英语教师教育者的学科教学知识形成和发展的过程。研究问题包含以下几个方面：
一、高校英语教师教育者学科教学知识的构成是什么，构成要素之间的关系是什么？
二、学科教学知识从何而来，知识是如何演进发展的？
三、哪些因素影响高校英语教师教育者的学科教学知识的发展？本书采用探索和解释的研究范式，用质性和量化的方法，通过问卷调查全国198名教师教育者，正式与非正式访谈，观察六名案例以及收集教学研究资料得到数据，
经分析研究这些数据，以对高校教师教育给予启示和建议。