隨著參與者為中心的個案學習法的導入，參與者為中心的個案學習教學所需「教師知識」日益重要。「教師知識」不但可促進學員掌握參與者為中心的個案學習所欲傳達訊息與媒介，亦可增進參與者為中心的個案學習之樂趣。本文基於教學的知識有助於促進學生學習效果、目前教學知識尚有改進空間、多元化教學知識呈現型態和來源和「教師知識」的結構與分類無絕對的標準等考量因素。嘗試以授課教師觀點，將多年來的參與者為中心的個案學習教學經驗，初探參與者為中心的個案學習教學所需「教師知識」。

With the introduction of Program on Case Method and Participant-Centered
Learning (PCMPCL), teachers’ knowledge is getting increasingly important. Their attributes and knowledge not only facilitate students' understanding toward the information and media conveyed by participant-centered learning, but make participant-centered learning interesting. In considering the following facts that pedagogical knowledge is instrumental to students' learning, pedagogical knowledge as a research field has not yet been much explored, patterns of diversified pedagogical knowledge, and the absence of absolute classification criteria for teachers’ knowledge
structures, the research attempts to preliminarily organize teachers’ knowledge of participant-centered learning from years of teaching experience.