Informed by literature on developing pedagogicalcontent knowledge (PCK) through teacher collaboration,this study aims to investigate the trajectory of PCK devel-opment among business English teachers through moduleteam collaboration in Chinese context. Drawing upon mul-tiple sources of data including observation, semi-structuredinterview, and teaching materials from three case teachers,this study explores how PCK components were developed inone academic year when case teachers participated inmodule team collaborative activities. The findings show theindividual differences among the three participants in theirPCK development and reveal that two key PCK compo-nents—Knowledge of students’ understanding and Knowl-edge of instructional strategies have developed throughteacher collaboration. This study suggests the collectiveinquiry in teacher collaboration

• Developing Pedagogical Content Knowledge (PCK) ThroughModule Team Collaboration: A Case Study of Business EnglishTeachers in China