“基础教育的质量取决于教师的质量，而教师的质量取决于教师教育者的质量”（Liston, Borko, & Whitcomb，2008，p.114）。但是，尽管教师教育者和教师、预备教师一起工作并支持他们的专业发展，但目前对教师教育者自身专业发展的相关内容的关注和研究远远不够，尤其是关于他们教育内容知识（Pedagogical Content Knowledge，PCK）的研究。基于此背景，本研究以PCK理论和后现代知识观为基础，探究以下两个问题：①大学教师教育者理解与实践中的PCK有怎样的状态？这些状态的背后有哪些影响因素？②大学教师教育者的PCK有哪些构成要素？相应的涵义是什么？ 研究在N大学实行的一个中学语文与中学英语教育硕士培养项目中开展，该项目中教授教师教育教育类课程的大学教师被作为研究对象。自2018年9月起，笔者以课程助理的身份全程参与到该项目统整的教师教育教育类课程当中，对相应大学教师教育者的PCK展开田野调查。质性研究方法在本研究中得到运用，主要采取访谈法、课堂观察法、实物收集法获得相关研究资料，大学教师教育者在课程中的教学思考与教学行为同时被关注。在对所获资料进行归纳分析和深入解读之后，本文呈现了大学教师教育者在理解与实践中呈现出的PCK状态及相应内外影响因素，总结了大学教师教育者PCK的七种构成要素并结合项目背景解释了相应的涵义。 本研究首先围绕PCK的三个核心要素对5位大学教师教育者理解与实践中的PCK与相关影响因素进行了刻画与阐释，在每个个案之后进行小结与影响因素的归纳。研究发现：（1）大学教师教育者对特定主题教学内容形成专业化、个体化的认识与理解。其中他们自身在特定领域及主题下的内容知识尤为重要，在教学中他们试图缩减理论与实践之间的距离，最终可回到教师专业性的角度来思考针对预备教师的特定主题的教学内容。（2）大学教师教育者对学生认知基础形成泛化、现场性的认识与理解。其中他们主要通过整体预判认识和理解预备教师，缺乏对预备教师个体及预备教师关于特定主题已有认知基础的了解。在教学中他们主要通过现场问答、现场活动等快速地了解预备教师在学习相应教学内容时有什么样的困难与障碍。（3）大学教师教育者对特定主题教学策略形成稳固性、共通性的认识与理解。其中每位研究对象不管是否针对同样的主题都有着固定的教学形式，小组讨论活动、案例教学、理论讲解等被他们运用。关于自身所确定之教学策略，大学教师教育者有三种解释：以找到或创造的具体理论为支撑；以被教学实践证明有效为依据；根据长期教学经验总结而得。（4）影响大学教师教育者外部的影响因素有：研究关注领域、学生时代经历（中小学、硕博士）、教师培训经历、学生作业与活动反馈、学生实践表现、同行交流、教师实践性课程指导经历、专业阅读、生活经历或经验等。它们来源于学习、工作、生活三方面。内部影响因素主要包含专业认同、专业信念、专业效能感以及最基础的认识论或知识论。 其次，通过编码和归类，研究发现大学教师教育者的PCK有七种特定涵义的构成要素：（1）有关特定主题教学目的/方向与信念的知识；（2）研究领域或专业领域知识；（3）特定主题教学策略表征的知识；（4）特定主题及教师培养课程的评价知识；（5）关于教师培养课程的知识；（6）关于一般学生学习与成人学习的知识；（7）科研知识。 最后，在上述研究结论的基础上，本研究对大学教师教育者教预备教师如何“教”的内容知识、关于大学教师教育者教学推理行动中的示范、大学教师教育者如何提升PCK三个方面进行了讨论，并针对所选教育硕士培养项目提出五点建议：1）大学教师教育者应对自身教学开展自我研究；2）通过评价促进大学教师教育者提升自身教学基本功；3）专设学科教学论课程、由一线教师教学；4）通过多种形式认识和理解预备教师；5）关注预备教师在项目与课程学习中的情绪性体验。

The quality of elementary education depends on the quality of teachers, and “teacher educators have much to contribute to the development of a systemic approach to teacher quality” (Liston, Borko, & Whitcomb, 2008, p.114). However, although teacher educators work with teachers and prospective teachers to support their professional development, the teacher educators’ professional development itself and related topics are ill researched, especially about their pedagogical content knowledge (PCK). Under the background, this study explored the following two research questions based on the PCK theories and postmodern knowledge view: (1) What are the PCK statuses for the understanding and practice of university-based teacher educators (UTEs)? And which factors influenced them? (2) What are the components of the PCK of university-based teacher educators? And what do the components mean in specific context? One mater of education (M. Ed) for middle school Chinese and English training program at University N was chosen as the case of this research. And the UTEs who teach the educational courses of teacher education in this program were selected as participants. Started in September, 2018, as the course assistant, the author had four-months field work in the integrated educational curriculum of the program, during which the PCK of corresponding UTEs was inquired. Qualitative research method is used in this study, with interviews, classroom observations and material collection to acquire relevant research data. UTEs’ teaching thinking and teaching behavior in the curriculum were simultaneously concerned in the research process. After inductive analysis and in-depth interpretation of the data obtained, this paper presented the PCK status and related influence factors for the understanding and practice of UTEs, meanwhile seven components of UTE-PCK were found and explained combined with the context. Firstly centred on three core elements of PCK, five UTEs’ PCK status and related influencing factors in understanding and practise were described and interpreted in Chapter 4, this study found: (1) UTEs formed a professional and individualized knowledge and understanding about specific subject matter teaching content. Thereinto their own content knowledge of specific fields and topics is particularly important. They tried to reduce the gap between theory and practice in teaching. And maybe the viewpoint of teacher professionalism can bring to think about the teaching content of specific subject for prospective teachers. (2) UTEs formed a generalized and on-the-spot knowledge and understanding about students' cognitive foundation. Thereinto they mainly perceive the prospective teachers through overall pre-judgment, lack understanding of individual prospective teachers and their existing cognitive foundations on specific topics. During the classes, they usually implemented on-site Q&A and activities to quickly inspect the difficulties or obstacles of prospective teachers in learning specific content. (3) UTEs formed a stable and commonly used knowledge and understanding about the specific subject matter teaching strategies. No matter what the topic is, each participant employed a fixed teaching form, with group discussion activities, case teaching and theoretical explanations. For this they have three kinds of explanations: 1) Supporting by specific theories coming from own or others’ research achievements. 2) Based on the proven effectiveness of teaching practice. 3) Summarizing from long-term teaching experience. (4) External factors influencing the UTE-PCK from learning, working and life include: research focus areas, student experience (primary and secondary school, master and doctor), teacher training experience, feedback from students’ homework and activities, students’ practice performance, peer communication, practical curriculum guidance experience, professional reading, life experience or experience and so on. The internal factors include professional identity, professional belief, professional efficacy and basic self epistemology. Then in chapter 5, through coding and categorization, this study found that UTE-PCK has seven components: (1) Knowledge about the purpose, orientation and belief of specific subject. (2) Knowledge of research field or professional domain. (3) Knowledge of specific subject teaching strategies. (4) Evaluation knowledge for specific subject and teacher training courses. (5) Curriculum knowledge about teacher training courses. (6) Knowledge of general student learning and adult learning. (7) Scientific research knowledge. Finally, on the basis of the above research conclusions, this study discussed the content knowledge of how UTEs teach prospective teachers teaching, the modeling in UTEs teaching reasoning actions and how to improve UTE-PCK. Directed at the M. Ed training program, five suggestions were put forward: (1) UTEs conduct self-studies on their own teaching. (2) Promote UTEs to improve their basic teaching skills through evaluation. (3) Set up special Chines and English teaching curriculum, which were taught by front-line middle school teachers. (4) Recognize and understand the prospective teachers through various ways. (5) Pay attention to the emotional learning experience of the prospective teachers in the program and curriculum.