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
