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内容大纲
该研究具有明确的问题意识和显著的现实意义，有较高的理论价值和应用价值。研究遵循阐释主义范式，以从事跨文化交际课程教学的英语教师为研究对象，采用案例研究方法，对教师的跨文化交际学科教学知识的构成要素、来源和发展展开科学研究。研究提出的高校英语教师跨文化交际学科教学知识的五个维度，即跨文化学科知识、课程知识、教学法知识、有关学生的知识和评价知识，构成了教师开展跨文化教学应该具备的知识，并建议从教师专业学习、教学实践和跨文化接触三个方面促进其学科知识的形成和发展。研究还通过对教师发展不同阶段的分析，论述了教师专业发展的动态过程，为教师教育和培训提供了切实可行的指导。这不仅是对教师个体的关注，也是对外语教育整体发展的深刻思考。总的来说，本项研究成果有利于完善跨文化教育理论体系，促进跨文化人才培养，对英语教师的专业发展具有指导意义，也为教师教育者在设计和实施教师培训项目时提供了宝贵的参考。 -
作者介绍
赵富霞，英语语言文学博士，现为淮阴师范学院外国语学院教师，主要从事跨文化交际及跨文化外语教学研究。主持并完成江苏省高校哲社项目1项、校级课题5项，发表论文10余篇，参编教材多部，参编学术著作2部。 -
目录
Chapter One Introduction
1.1 Research Background
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Overview of the Study
Chapter Two Literature Review
2.1 Overview of PCK Research
2.1.1 Definition of PCK
2.1.2 Conceptualization and Components of PCK
2.1.3 Sources of PCK
2.1.4 Development of PCK
2.2 Studies of PCK in the Context of Foreign Language Education
2.2.1 Generic Studies Concerning Foreign Language Teacher Knowledge
2.2.2 Studies Concerning Specific Foreign Language Curriculum or Instruction
2.3 Foreign Language Teachers and Their Teaching of IC
2.3.1 Definition of IC
2.3.2 Intercultural Approach to Foreign Language Teaching and Learning
2.3.3 Foreign Language Teachers' Beliefs About Teaching IC
2.3.4 Foreign Language Teachers' Competence in Teaching IC
2.4 Complexity Theory as a Theoretical Lens for Understanding PCK
2.4.1 Understanding Complexity Theory
2.4.2 Suitability of Applying Complexity Theory to PCK Research
2.5 Conceptual Framework
2.6 Chapter Summary
Chapter Three Methodology
3.1 Methodological Rationale and Approach
3.1.1 Interpretivist Paradigm
3.1.2 Qualitative Case Study Approach
3.2 Participants
3.2.1 Sampling Process
3.2.2 Core Participants
3.3 Data Collection
3.3.1 Overview of Data Collection
3.3.2 Interviews
3.3.3 Observations
3.3.4 Documents
3.4 Data Analysis
3.4.1 Data Processing and Preparation
3.4.2 Categorizing Analysis
3.4.3 Connecting Analysis
3.5 Trustworthiness and Ethical Issues
3.6 The Researcher's Role
3.7 Chapter Summary
Chapter Four College English Teachers' IC-PCK
4.1 Subject Matter Knowledge About IC
4.1.1 Substantive Knowledge About IC
4.1.2 Syntactic Knowledge About IC
4.2 Curricular Knowledge About IC
4.2.1 Knowledge About Curricular Goal for Teaching IC
4.2.2 Knowledge About Curricular Materials for Teaching IC
4.3 Pedagogical Knowledge About IC
4.3.1 Knowledge About Teaching Activities of IC
4.3.2 Knowledge About Representations of IC
4.4 Knowledge About Students' Understanding of IC
4.4.1 Knowledge About Students' Misconceptions of IC
4.4.2 Knowledge About Students' Difficulties
4.4.3 Knowledge About Students' Growth
4.5 Knowledge About Assessment of IC Learning
4.5.1 Knowledge About Assessment Dimensions of IC Learning
4.5.2 Knowledge About Assessment Methods of IC Learning
4.6 Chapter Summary
Chapter Five Sources of College English Teachers' IC-PCK
5.1 Professional Learning About IC
5.1.1 Degree Programs
5.1.2 Non-degree Programs
5.1.3 Research Engagement
5.2 IC Teaching Experience
5.2.1 Engagement with IC Teaching
5.2.2 Interaction with Students
5.3 Intercultural Contact
5.3.1 Direct Intercultural Contact
5.3.2 Indirect Intercultural Contact
5.4 Chapter Summary
Chapter Six Development of College English Teachers' IC-PCK
6.1 Wei's Development of IC-PCK: From a Modest Apprentice to an Independent Practitioner
6.1.1 Case Profile of Wei
6.1.2 The Phase of Starting IC Learning and Teaching
6.1.3 The Phase of Expanding IC Knowledge and Exploring IC Teaching Strategies
6.1.4 The Phase of Forming His Own Approach to IC Teaching
6.1.5 Synopsis
6.2 Lan's Development of IC-PCK: From an Accidental Taster to an Enthusiastic Promoter
6.2.1 Case Profile of Lan
6.2.2 The Phase of Entering into IC Learning and Teaching
6.2.3 The Phase of Engaging in IC Teaching and Research
6.2.4 The Phase of Promoting IC Learning, Teaching, and Training
6.2.5 Synopsis
6.3 Fang's Development of IC-PCK: From a Devoted Student to a Creative Professional
6.3.1 Case Profile of Fang
6.3.2 The Phase of Learning About IC
6.3.3 The Phase of Starting IC Teaching in a General Way
6.3.4 The Phase of Innovating IC Teaching
6.3.5 Synopsis
6.4 Yi's Development of IC-PCK: From a Curious Adopter to an Active Researcher
6.4.1 Case Profile of Yi
6.4.2 The Phase of Learning About IC Teaching
6.4.3 The Phase of Integrating Academic Study into IC Teaching
6.4.4 Synopsis
6.5 Tao's Development of IC-PCK: From an Open-minded Learner to an Active Teacher
6.5.1 Case Profile of Tao
6.5.2 The Phase of Learning and Initial Teaching of IC
6.5.3 The Phase of Integrating Academic Study into IC Teaching
6.5.4 Synopsis
6.6 Characteristics of the Development of College English Teachers' IC-PCK
6.7 An Illustration of College English Teachers' Development of IC-PCK
6.7.1 Interaction Between Professional Learning About IC and IC Teaching Experience in the Development of College English Teachers' IC-PCK
6.7.2 Stages of the Development of College English Teachers' IC-PCK
6.8 Chapter Summary
Chapter Seven Discussion
7.1 Interaction Among the Components of IC-PCK
7.2 Heterogeneity of the Sources of IC-PCK
7.3 Dynamic Development of Foreign Language Teachers' IC-PCK
7.4 Continuous Professional Learning as a Crucial Element in the Growth of Teachers' IC-PCK
7.5 Important Role of Self-efficacy in the Growth of Teachers' IC-PCK
7.6 Strong Influences of Students on Teachers' IC-PCK
7.7 Chapter Summary
Chapter Eight Conclusion
8.1 Summary of the Major Findings
8.2 Major Contributions of the Study
8.3 Implications of the Study
8.3.1 Theoretical Implications
8.3.2 Implications for College English Teachers' IC Learning and Teaching
8.4 Limitations of the Study
8.5 Suggestions for Future Research
References
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