Professional Literacy of College English Teachers in Smart Teaching Environments: Connotations, Challenges, and Development Pathways

Abstract

The smart teaching environment is fostering a new foreign language education ecosystem and demanding new professional literacy and development pathways for college English teachers. By integrating knowledge structure theory, TPACK theory, policy document analysis, and practical requirements, this paper redefines the connotations of professional literacy for college English teachers within the smart teaching environment. In light of the current state of professional development among college English teachers, it clarifies the challenges faced and proposes development pathways to enhance professional development under such conditions.