Teachers’ Pedagogical Content Knowledge (PCK) Development at Independent Colleges

As China's educational reforms advance, college English instruction is evolving from a focus on traditional language skills to a more comprehensive approach that includes disciplinary knowledge and student development. To enhance student achievement, English teachers must integrate more ideological and political education into their classrooms. However, professors at autonomous institutions face challenges in implementing this policy. This study examines the current state of ideological and political education (IPE) in college English courses, emphasizing the components of Pedagogical Content Knowledge (PCK) among English teachers, including professional knowledge, teaching ability, and curriculum integration skills, as well as the key factors influencing their development. Through comparative analysis and case studies, the study aims to establish a PCK development pathway for English instructors in independent institutions, offering both theoretical and practical insights to improve teaching effectiveness and student outcomes.