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Chapter One Introduction
1£®1 Statement of problem
1£®2 Theoretical background
1£®3 The contextual background
1£®4 Research questions
1£®5 Significance of the research
1£®6 Overview of the book

Chapter Two Literature Review
2£®1 Pedagogical content knowledge£¨PCK£©
2£®1£®1 PCK research£º concepts and models
2£®1£®2 Discussion of PCK research
2£®1£®3 Examining PCK for BE teaching
2£®2 Teacher collaboration
2£®2£®1 Teacher collaboration in the school context
2£®2£®2 Individual difference in teacher collaboration
2£®2£®3 Teacher collaboration among Chinese BE teachers
2£®3 PCK development through teacher collaboration
2£®3£®1 Multiple-factors of PCK development
2£®3£®2 Rationale for PCK development through teacher collaboration
2£®3£®3 Empirical studies on PCK development through teacher collaboration
2£®3£®4 The research gap
2£®4 Chapter summary

Chapter Three Research Methodology
3£®1 Conceptual framework for the research
3£®1£®1 Re-statement of research questions
3£®1£®2 Conceptual framework
3£®1£®3 Working definition
3£®2 Justification for qualitative multiple-case study
3£®2£®1 The research questions
3£®2£®2 Epistemology about PCK
3£®2£®3 Multiple-case design
3£®3 Research design
3£®3£®1 Unit of analysis
3£®3£®2 Gase selection
3£®3£®3 Data collection
3£®3£¬4 Data analysis
3£®4 Research trustworthiness and research ethics
3£®5 Chapter summary
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Chapter Four The Development of the Five PCK Components through Teacher Collaboration
Chapter Five Individual Differences on PCK Development through Teacher Collaboration
Chapter Six Discussion
Chapter Seven Conclusion

References
Index