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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
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Chapter Three PCK of University English Teacher Educators
Chapter Four Research Design
Chapter Five RQ1 Findings and Interpretations
Chapter Six RQ2 Findings and Interpretations
Chapter Seven RQ3 Findings and Interpretations
Chapter Eight Discussion
Chapter Nine Conclusion

References
Appendices
Index