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摘要：The study shows that experienced EFL teachers not only possess rich CK, PK,TK, but also integrate and coordinate them to form TPACK to guide teaching withtechnology; however, the relationships between CK, PK, and TK are not balancedpositioned in teaching. CK, as a foundation, determines the application of PK andTK, while PK, as a bridge, facilitates the conveyance of CK and TK, as an exhibitiontool, enhances the expression of CK. The study suggests that EFL teachers shouldenrich their CK, PK, and TK, but more importantly, they should improve their abilityof to integrateing and coordinateting CK, PK, and TK in teaching with technology.Specifically, they should first take CK into account, then based on it, consider theapplication of PK， and finally think about how to use TK in their teaching.

tegration and balance of the two. Based on it, He (1986) initiated PedagogicalContent Knowledge as the necessary knowledge a teacher should possess in order torealize effective teaching. Since then, numerous frameworks for teacher knowledgehave been proposed to provide a comprehensive and inclusive description of teacherknowledge.Society changes all the time, so does the educational system. Since the initialproposal of PCK in 1986, educational systems in many countries have undergonegreat changes thanks to the application of technology to teaching. Therefore, PCKcannot fully map the knowledge for effective teaching. Therefore, Koehler andMishra (2005) put forward a new conceptual framework, Technological PedagogicalContent Knowledge, which theoretically integrates technology into the teacherknowledge system for the first time.The TPACK framework focuses on designing and evaluating teacher knowledgethat is concentrated on effective student learning in various content areas (AACTECommittee on Innovation and Technology, 2008). It is a useful framework forthinking about what knowledge teachers must possess in effective teaching withtechnology and how they might develop this knowledge.

1.3 Statement of Problem
The issue of what teachers need to know for effective teaching with technologyhas been the focus of educational research and training. Originally, a large number ofworkshops and courses on technology were set up to enrich their knowledge aboutteaching with technology. However, according to most scholars (Brand, 1997;Milken Exchange on Education Technology, 1999; U. S. Department of Education,1999; Koehler, Mishra, & Yahya, 2007; Rodrigues, 2003) working in this area, thisformal stand-alone IT coursework did not correlate well with technology skills andthe ability to integrate technology into teaching, and teachers still lacked the skillsand knowledge needed to be able to teach with technology successfully, for itcouldn’t help teachers generate the “deep understanding” that can assist them inbecoming intelligent users of technology for pedagogy.

1.4 Research Questions
As reflected in the statement of problem and the literature review in the nextchapter, few researchers have conducted research to examine the knowledgeembedded in the teaching practice of exemplary teachers and the relationshipbetween different kinds of knowledge in their teaching. Mishra and Koehler (2008)claimed that ContentCK, PedagogyK, Technology knowledgeK are balanced inexpert teachers’ teaching, but they didn’t base this claim on actual classroomteaching. The current study seeks to describe the knowledge used by exemplary EFLcollege teachers through classroom observation and interview. It also pursues toclarify the relationship between Content, Pedagogy, and Technology knowledge anddiscover the psychological process behind their teaching practiceThe following are the two research questions guidinged this study::1. What types of knowledge do exemplary EFL college teachers possess?2. How do Content Knowledge, Pedagogy Knowledge, Technology Knowledgeinteract with each other in exemplary EFL college teachers’ teachingpractice?

1.5 Purpose of the study
This study employed a qualitative case study approach to investigate theknowledge possessed by exemplary EFL college teachers and the interaction of thesedifferent types of knowledge in their teaching practice thro本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。