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Teacher professional identity (TPI) is a goal-focused, evolving process that determines how teachers perceive their job and engage in the teaching practice. The rise of generative AI (GenAI) technologies is reshaping language education by enabling data-driven content creation, making teaching materials more accessible, and facilitating interactive experiences. However, how TPI changes through contextualized use of GenAI for language instruction remains underexplored. This case study focused on two university-level L2 Chinese teachers in China and traced their use of GenAI in developing reading materials for L2 Chinese students. Data from three semi-structured interviews and teacher-generated reading materials with GenAI tools were analyzed thematically to discern teacher professional identity shifts and factors influencing the shifts. The analysis uncovered a three-stage trajectory of teacher professional identity (TPI) transformation – from function-centered exploratory users to pedagogy-centered collaborators, to learner-centered creative adapters. It identified three main influencing factors of the participants’ TPI shifts, including technology awareness and adaptability, student-centered teaching approach, and professional reflection. These findings highlight the need for teacher training on AI literacy and provide implications for human-AI collaborative curriculum design and GenAI-based customization of reading materials.
Lin et al. (Fri,) studied this question.
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