| Summary: | 碩士 === 國立彰化師範大學 === 商業教育學系 === 87 === To enhance effective teaching, teachers use their knowledge bases to transform subject matter knowledge into teachable ways to maximize the understandings of students. Of all the knowl-edge bases, pedagogical content knowledge has been considered the most important knowledge a teacher should have. This paper examines the pedagogical content knowledge of vocational high school instructors who teach Economics through contrasting case studies of an expert teacher and two preservice teachers. Interviews, observations of classes, and teachers’written work were data sources. Vignettes of the three teachers are used to illustrate their instructional representations. Results indi-cate that the pedagogical content knowledge of vocational high school Economics teachers is an amalgam of beliefs of subject matter and subject pedagogy, general pedagogical knowledge, knowledge of student understanding, knowledge of curriculum and teaching media, and knowledge of the milieu of teaching. The differences between expert and pre-service teachers in the five aspects of pedagogical content knowledge are also discussed. Finally, the researcher made the suggestion that might benefit pre-service teachers, teacher educators, and investigators interested in this field.
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