With the gradual deepening of artificial intelligence (AI) in preschool education, Personalized AI Teaching has gradually become an important path for the digital transformation of education. However, with the increasing involvement of technology, preschool teachers are gradually facing pressure to restructure their teaching authority and professional roles. This study focuses on the challenges brought about by Technological Subservience in Personalized AI Teaching for preschool teachers, aiming to reveal the real teaching experience of teachers under high technological intervention.This study uses a phenomenological approach to conduct semi-structured in-depth interviews with 20 preschool teachers who have actual experience in personalized AI teaching, and systematically sorts out the typical dilemmas they face in their teaching practice from a subjective perspective. The study found that teachers generally experienced three core dilemmas: Diminished Instructional Authority, mainly manifested as reduced instructional autonomy and reduced classroom control; Intensified Instructional Load, mainly manifested as increased teaching complexity and attention displacement; Intensified Role Identity Conflict, mainly manifested in diminished professional identity and role ambiguity. Based on the above findings, this study emphasizes that only by promoting the return of personalized AI teaching to a people-oriented collaborative logic and strengthening teachers' discretionary power and professional legitimacy can the sustainable reconstruction of the role of teachers in the digital transformation of education be achieved.The research results provide theoretical support for understanding the role evolution and psychological coping mechanisms of teachers in personalized AI teaching in the preschool education stage, and also provide practical guidance for the formulation of relevant educational technology policies and the construction of teacher support systems.
Liu Boya (Mon,) studied this question.