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acher thinking and professional action. However, in recent years, theliterature has shown that scholars have gradually realized that the basic and mostimportant question in the research of teacher knowledge is what teachers know and how their knowing is expressed in teaching.In this field，one of the most influential researches was Shulman's work. In1986，Shulm￡ui argued that for a long time, research on teaching and teachereducation had undeservedly ignored questions dealing with the content of thelessons taught (Shulman, 1986). In contrast to the previous research that merelyfocused on the general characteristics of teacher knowledge, Shulman (1987)proposes a systematic structure of knowledge base which consists of sevencomponents in all: knowledge of curriculum，subject matter knowledge,knowledge of learners and their characteristics, general pedagogical knowledge,pedagogical content knowledge，knowledge of educational contexts andknowledge of educational aims. In his knowledge base, a special kind of teacherknowledge called pedagogical content knowledge was firstly proposed.
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2.2 The Nature of PCK
Shulman (1986) argued that for a long time，research on teaching and teachereducation had undeservedly ignored questions dealing with the content of lessonstaught It has been mentioned at the beginning of the discussion of teacherknowledge that Shulman proposed seven components of his knowledge base in all:knowledge of curriculum, subject matter knowledge, knowledge of learners andtheir characteristics，general pedagogical knowledge, pedagogical contentknowledge, knowledge of educational contexts and knowledge of educational aims.As an important component of teacher knowledge base，the term PCK which wasproposed by Shulman (1986) has attracted a great attention in the past few decades.His definition of PCK is: ...that special amalgam of content and pedagogy that is uniquely theprovince of teachers, their own special form of professionalunderstanding.... It represents the blending of content and pedagogy intoan understanding of how particular topics，problems，or issues areorganized, represented, and adapted to the diverse interests and abilitiesof learners，and presented for instruction (p.9).
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Chapter 3 Methodology.......... 20
3.0 Introduction ..........  20
3.1 Rationale for Utilizing the Case Study Method..........   20
3.2 Informants.......... 21
3.3 Data Collection ..........21
3.4 Summary..........22
Chapter 4 The Case of Jessica.......... 23
4.0 Introduction..........   23
4.1 Jessica's First Class..........23
4.1.1 Procedure of Teaching.......... 23
4.1.2 Community of Practice and Reflective Thinking.......... 28
4.2 Jessica's Second Lead-in class.......... 29
Chapter 5 The Case of Shelley ..........34
5.0 Introduction..........   34
5.1 Shelley's First Class.......... 34
5.1.1 Procedure of Teaching ..........34
5.1.2 Community of Practice and Reflective Thinking ..........  37
5.2 Shelley's Third Class ..........  38

Chapter 6 Discussion

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