Art-based and embodied reflections on, in and for art and language teacher educator identity in the age of artificial intelligence

Reflective practice is central to teacher educators’ identity work, shaping how they understand professional responsibilities, disciplinary commitments and pedagogical values. In artificial intelligence (AI)-mediated education, however, reflective engagement has largely remained discursive, often overlooking how identities are sensed, negotiated and reconfigured through embodied experience. This study examines body mapping as an art-based, embodied mode of reflective inquiry through which teacher educators explore identity amidst AI-driven institutional and pedagogical pressures. Using an art-based duoethnographic approach, an art teacher educator and a language teacher educator engaged in body mapping to examine reflection on, in and for action in AI-mediated teaching practices. The analysis shows how art-making foregrounds bodily sensation, affective tension and disciplinary commitments as analytic resources for reflective identity work. Body mapping functions as an embodied, reflexive practice that enables teacher educators to think with bodies, materials and affect, reimagining professional identities and pedagogical responsibilities in AI-infused contexts.