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fter reviewing their autobiography, this study expects to have a general understanding of three pre-service EFL teachers’ previous experience which can have a great influence on their teaching practice and summarize their PPK. Secondly,  by  analyzing  the  structured  interviews  with  three  teachers  which  are about  teachers’  understandings  of  writing  and  teaching  English  writing,  this  study expects  to  have  a  specific  understanding  of  three  pre-service  teachers’  PPK  about teaching  English  writing  and  try  to  find  out  the similarities  and  differences  of  their PPK about teaching college English writing.  
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Chapter Two Literature Review 

2.1 Notions of Teachers’ PPK 
PPK  is  first  put  forward  by  Connelly  and  Clandinin  (1984)  based  on  Elbaz’s practical knowledge (1981, 1983). Elbaz is the first one to study teachers’ knowledge by means of case study (Liu Xuehui & Shen Jiliang, 2006). Inspired by Elbaz (1981, 1983),  Connelly  and  Clandinin  (1984)  start  the  narrative  inquiry  of  teachers’  PPK. They emphasize teachers’ personal  statement and  explanation to their  daily teaching  practice and  life events, and get to know teachers’ PPK by  means of the stories that they construct with the teachers. From then on, more and more researchers began to study teachers’ PPK. The  definition  of  teachers’  PPK  is  varied  because  of  the  researchers’  different understanding of this concept. In the review of previous studies on teachers’ PPK, it can be found that some terms are used almost interchangeably with teacher” PPK, such as teachers’ practical knowledge, teachers’ personal knowledge, teachers’ inner-hidden theory (Liu Xuehui & Shen Jiliang, 2006). Yu Huiping (2011) claims that the practical knowledge of teachers can also be called personal practical knowledge, which is highly determined by  individual experiences, personality variables, personal history, subject matter knowledge, and so on (Verloop, Driel & Meijer, 2001). 
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2.2 Studies on Teachers’ PPK 
By  reviewing  the  previous  studies  on  teachers’  PPK,  it  can  be  found  that  two aspects of research focus: the nature of PPK and its practical use in teaching. Studies on the nature of teachers’ PPK pay attention to its characteristic, content, category and so on, while studies on its practical use focus on the teaching factors that are related to PPK. Elbaz  (1981,  1983)  might  be  pioneer  to  carry  out  the  studies  on  the  nature  of teachers’ knowledge through her study on an experienced English teacher Sarah in a high school. She begins her study of teachers’ practical knowledge in 1976 when great concern is paid to involve teachers in local curriculum development. It is assumed in her  study  that  teachers  hold  a &n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。