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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.

hing practice, they integrated CK and PK to form PCK, PK andTK to form TPK, and CK, PK and TK to form TPACK so as to realize effectiveteaching with technology.Therefore, exemplary EFL College teachers possess two kinds of knowledge,individual knowledge bases, CK, PK and TK, and integrated knowledge systems,PCK, TPK and TPACK, which are formed in teaching according to the context.Individual knowledge bases are the foundation for the integrated knowledge systems,while the successful formation of integrated knowledge systems is crucial toteaching with technology. Without the formation of integrated knowledge systems,effective teaching with technology won’t be realized by just utilizing individual CK,PK, and TK.

　　
　　6.2 Implications

The implications of this study are described in two aspects: theoretical andpractical.As was mentioned above, exemplary teachers possess rich CK, PK and TK andthe ability to integrate them to form PCK, TPK, and TPACK in teaching. CK, PK andTK are the foundation for the integrated knowledge systems, while those integratedknowledge systems are crucial to the success of teaching with technology. Thisvalidated the statement that CK, PK and TK have roles to play individually andtogether and good teaching requires understanding the mutually reinforcingrelationship between CK, PK and TK according to context (Mishra and Koehler,2008).This study, on the other hand, examined the relationship between CK, PK andTK for the first time. As we mentioned before, although Mishra and Koehler putforward the balanced relationship early in 2005, they haven’t any conductedempirical study to validate it or make clear clarifications for it. There is an oldsaying which goes that theories guide practice, while the latter perfects the former.This study, based on the TPACK theory, examining teaching practice throughclassroom observation and interview, presented a new relationship model for CK, PKand TK (see figure 5.1).

　　
6.3 Limitations of the Study
The limitations of this study included research context, coding standard, samplesize and hawthorn effect.1. Research Context. This case study was conducted in a university with itsparticular, social, cultural and educational context. Thus, the findings of thisstudy are limited. Nevertheless, the purpose of this study is not to generalizeto all cases. It is reasonable for it to enhance our understanding of theteacher knowledge possessed by exemplary EFL college teachers and therelationship between CK, PK and TK.2. Coding standard. The coding was based on the model proposed by Cox(2008). This model hasn’t been validated by other research, but constantcomparisons were used to check the consistency and accuracy of theapplication of codes during the creation of codes and the whole codingprocess, thus enhancing the reliability of this study.3. Sample size. This study only involved two participatory teachers. Althoughthis sample size was not large enough for the findings to be generalized intoother settings, it helped us garner rich data to describe and understand theteacher knowledge for teaching with technology and relationship betweenCK, PK and TK. In addition, the two teachers were typical of representingexemplary EFL teachers, so the validity of this study was improved.4. Hawthorn effect. The students and teachers were informed of the study andtheir participatory roles in it. The two participant teachers were notified t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。