GDUFS with other 6 universities (University of International Business and Economics, Shanghai University of International, Business and Economics, Shanghai University of Finance and Economics, Heilongjiang University，Xi’an International Studies University and Yangzhou University) were the first batch of universities being officially approved to establish the undergraduate BE program2.Up to 2014, School of English for International Business (hereinafter called SEIB) in GDUFS has successfully cultivated 3 batches of graduates of BE program. It possesses a relatively outstanding BE teacher group, among which 100% of teachers have master degrees and above, and 85% of professional teachers have experience of studying abroad. Its instructional mode, curriculum design, teaching philosophy and suchlike have attracted many others universities’ emulation and learning. To some extent, its program construction reflects the direction of business English development in China. Therefore, it is representative to take SEIB in GDUFS for an example to conduct studies on business English teachers’ professional development.
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Chapter 2 Literature Review
2.1 Teachers’ Pedagogical Content Knowledge
2.1.1 Defin5.1.1 Current Status of Students’ Perception of BE Teachers’ PCK ................................ 45ition of PedagChapter
There is a growing tendency of researches on teachers’ professional knowledge base, especially on teachers’ PCK. Teachers’ professional knowledge has been conceptualized in various ways. As a pioneer of categorizing teachers’ professional knowledge, Shulman (1987) identified seven categories of them as illustrated in Table 2-1. Among those categories, pedagogical content knowledge is of special interest because it identifies the distinctive bodies of knowledge for teaching (Shulman 1987). He defined PCK as: it represented the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction. This definition implies that “PCK is both an external and internal construct, as it is constituted by what a teacher knows, what a teacher does, and the reasons for the teacher’s actions” (Baxter and Lederman 1999). Hence, PCK involves both teachers’ understanding an
