●Chapter One Introduction
1.1 Statement of problem
1.2 Theoretical background
1.3 The contextual background
1.4 Research questions
1.5 Significance of the research
1.6 Overview of the book
Chapter Two Literature Review
2.1 Pedagogical content knowledge(PCK)
2.1.1 PCK research:concepts and models
2.1.2 Discussion of PCK research
2.1.3 Examining PCK for BE teaching
2.2 Teacher collaboration
2.2.1 Teacher collaboration in the school context
2.2.2 Individual difference in teacher collaboration
2.2.3 Teacher collaboration among Chinese BE teachers
2.3 PCK development through teacher collaboration
2.3.1 ltiple-factors of PCK development
2.3.2 Rationale for PCK development through teacher
collaboration
2.3.3 Empirical studies on PCK development through teacher
collaboration
2.3.4 The research gap
2.4 Chapter summary
Chapter Three Research Methodology
3.1 Conceptual framework for the research
3.1.1 Re-statement of research questions
3.1.2 Conceptual framework
3.1.3 Working definition
3.2 Justification for qualitative multiple-case study
3.2.1 The research questions
3.2.2 Epistemology about PCK
3.2.3 ltiple-case design
3.3 Research design
3.3.1 Unit of analysis
3.3.2 Case selection
3.3.3 Data collection
3.3.4 Data analysis
3.4 Research trustworthiness and research ethics
3.5 Chapter summary
Chapter Four The Development of the Five PCK Components through
Teacher Collaboration
4.1 Collaborative activities among Chinese BE teachers
4.2 Knowledge of purposes of BE teaching
4.2.1 Teacher A
4.2.2 Teacher B
4.2.3 Teacher C
4.2.4 Teacher D
4.2.5 Cross-case analysis
4.3 Knowledge of students' understanding of BE
4.3.1 Teacher A
4.3.2 Teacher B
4.3.3 Teacher C
4.3.4 Teacher D
4.3.5 Cross-case analysis
4.4 Knowledge of instructional strategies for BE teaching
4.4.1 Teacher A
4.4.2 Teacher B
4.4.3 Teacher C
4.4.4 Teacher D
4.4.5 Cross-case analysis
4.5 Knowledge of BE curriculum
4.5.1 Teacher A
4.5.2 Teacher B
4.5.3 Teacher C
4.5.4 Teacher D
4.5.5 Cross-case analysis
4.6 Knowledge of BE assessment
4.6.1 Teacher A
4.6.2 Teacher B
4.6.3 Teacher C
4.6.4 Teacher D
4.6.5 Cross-case analysis
4.7 Chapter summary
Chapter Five Individual Differences on PCK Development through
Teacher Collaboration
5.1 Participation levels in teacher collaboration and PCK develop ment
5.1.1 The identification of participation level
5.1.2 PCK development of active participants
5.1.3 PCK development of a peripheral participant
5.1.4 Section summary
5.2 The trajectories of PCK development through teacher collaboration
The role of teaching experience
5.2.1 Rocket-up:BE teachers with less than 5-year experience
5.2.2 Slow pace of development:BE teachers with 5-10 year experience
5.2.3 Staying at plateau:a BE teacher with more than 10-year experience
5.2.4 Section summary
5.3 Chapter summary
Chapter Six Discussion
6.1 PCK components and teaching practice
6.1.1 The two essential PCK components for classroom teaching
6.1.2 Knowledge of assessment in teaching quality control
6.1.3 The importance of knowledge of purposes of teaching
6.1.4 Section summary
6.2 Individual impetus and social impetus for PCK development
6.2.1 The interaction between individual impetus and social impetus
6.2.2 Individual impetus for PCK develooment
6.2.3 Social impetus for PCK development
6.2.4 Section summary
6.3 Chapter summary
Chapter Seven Conclusion
7.1 Research findings
7.2 Significance of the research
7.3 Limitation
7.4 Direction of further research
References
Index

本書聚焦商務英語教師群體，通過個案研究追蹤了四位教師的專業發展道路，探究了商務英語教師如何通過教師合作促進學科教學知識，以及在發展過程中的個體差異，研究發現教師通過教師合作提高了知識水平，從而最終實現了專業發展。本書適合商務英語相關專業研究人員閱讀使用，對商務英語教學人纔隊伍建設具有一定的實踐指導意義。