学科教学知识(PCK)是教师知识研究的核心领域,是衡量教师专业化水平的关键要素。已有研究表明PCK具有情境性的特征,因此,探讨其内涵与要素应充分体现教师所处的教学情境,但目前尚未有涉及商务英语教师情境化PCK的研究。鉴于此,本研究基于前人研究,通过访谈、问卷调查、概念导图等方法,探讨内容与语言融合教学背景下,商务英语教师情境化PCK的内涵与要素。结果发现,商务英语教师情境化PCK的要素包括情境化目标知识、教学主体知识、教学策略知识和课语整合知识;各要素分别与认知、协商、合作及内容等情境密切相关;各要素间呈中度或高度正相关,共同构成了商务英语教师情境化PCnK的概念。商务英语教师PCK有别于纯语言类教师PCK,其所面临的教学情境具有跨学科、复合型特征。本研究揭示了PCK要素在商务英语教学情境中的特征,有助于教师联系具体情境,有效建构并提升自身的PCK水平,为新手教师向专家型教师转变提供了启示。

Pedagogical Content Knowledge (PCK) is the core field of teachers’ knowledge research and a key element in measuring teachers’ professionalism. Previous studies have shown that PCK is contextual in nature. Therefore, investigation on the connotation and elements of PCK should fully reflect the teaching context. However, little has been done to study business English teachers’ contextualized PCK. This study aims to fill this gap by examining the PCK of business English teachers in the context of Content and Language Integrated Learning (CLIL) through interviews, questionnaires and concept mapping. The findings indicate that business English teachers’ PCK includes the following elements: Knowledge of Contextualized Objectives, Knowledge of Teachers and Students, Knowledge of Instructional Strategies and Knowledge of the Integration of Content and Language. Significant or moderate positive correlation has been found among these elements which together constitute the concept of business English teachers’ contextualized PCnK. It is proposed that Business English teachers’ PCK is different from traditional language teachers’ PCK as their teaching context is interdisciplinary and compound in nature. This study reveals the characteristics of PCK elements of Business English teachers, and can help teachers construct or improve their own contextualized PCK and inform the transformation of novice teachers to expert ones.