International Journal of Education

In the current digital wave, generative artificial intelligence (GAI) is integrating into the field of college English teaching with unprecedented depth and breadth. It has a profound impact on teachers Technological Pedagogical Content Knowledge (TPACK) competence, driving the reconstruction process of this competence. Based on the TPACK theory, this paper analyzes the applicability and limitations of the traditional framework in the GAI era and elaborates on the contemporary requirements for teachers TPACK competence. Although the traditional framework provides some theoretical guidance for teachers to integrate technology and teaching, in the face of rapidly evolving GAI technology, it pays insufficient attention to the dynamic update of technology. Moreover, when dealing with complex teaching situations and diverse student needs, the depth and breadth of knowledge integration in the traditional framework are difficult to meet the actual teaching requirements. The research shows that GAI prompts teachers to reconstruct their competence in the dimensions of technology, teaching methods, and subject knowledge. However, they also face challenges such as complex multi - dimensional knowledge integration, heavy cognitive load, and identity crises. By strengthening professional training, promoting teaching practice, encouraging cooperation and communication, and constructing an incentive mechanism, it is expected to enhance teachers TPACK competence, adapt to the trend of educational informatization, and improve the quality of college English teaching.

Generative artificial intelligence; College English teachers; TPACK competence