Abstract This study employed the method of qualitative case study. The researcher entered the natural work setting of an English teacher. The purposes of this study was as follows: (1) to understand the source of my professional knowledge; (2) to analyze the contents of my professional knowledge; (3) to look into the situation how my professional knowledge transformed into the representation of teaching; (4) according to the conclusion of this study, to provide practicable advice for the training of English teacher. It was found that the source of my professional knowledge for teaching was various, the dimension of my subject-matter knowledge was profound, and my pedagogical kncwiedge contained six components: the knowledge of purpose of teaching, teaching context, students' characteristics, classroom management, the construction of learning climate, and my self-consciousness. As to pedagogical content knowledge, it was analyzed my belief of pedagogical content knowledge, my knowledge of curriculum, and my knowiedge of teaching representation. At the end, I summarized the discussion above and made some conclusions and suggestions to the education of English teacher and future studies.

摘要 本研究需英語教師教學專業知識之個案研究，以一位在澳門小學裡教英語 的華籍教師爲研究對象(即我)，探討我教學專業知識的來源及內涵，並分析我 教學推理的過程，進而達成由自我反思而日求精進的目的。本研究的目的有四: 一、瞭解英語個案教師教學專業知識的教學經驗及其來源:二、分析英語個案 教師教學專業知識的内涵:三、探討英語個案教師在課堂上轉化教學專業知識 的情況:四、歸納研究結果，爲英語教師教學專業知識的培養，提供可行的建 議。依研究目的，透過我的教室觀察及訪談，本研究先揀討我的成長及學習背 景，以及教學經驗及教學專業知識的來源，之後自第四章起探討我教學專業知 識，在學科知識方面，分為英語的以及英語以外的學科知識進行探討。在探討 第五章的教學知識方面，分爲以下六種:教學目的的知識、教學情境的知識， 學生特質的知議、班級經營的知議、營造學習氣氛與興趣的知識，以及自我知 識。在第六章的學科教學知識方面，探討學科教學的信念、課程知識，以及教 學表徵的知識。在第七章探討我如何運用教學專業知識進行教學推理。最後在 第八章綜合各章節所述之研究發現的結論，並提出對英語教師和後續研究的建 議。