Artificial Intelligence technoimagery on teacher identity: an exploratory study

Abstract

In a context where digital technologies based on generative Artificial Intelligence (GenAI) have entered the educational sphere, reconfiguring purposes, processes and agents, this exploratory study examines the pedagogical techno-imaginaries that these technologies reflect on teacher identity. Through a deductive-inductive analysis of semi-structured interviews with the main AI-based text generation platforms (ChatGPT, Google Bard, Google Gemini, Perplexity and Claude.ai), we explore how these systems conceptualise and reflect teachers’ roles, characteristics, competencies, training needs and social impact. The results suggest that these techno-imaginaries assign teachers a crucial role in the integral education of students, prioritising their personal and social competences as well as their vocation, and minimising the importance of theoretical knowledge and mastery of basic subjects in their training and teaching practice. The agreement between the different GenAIs leads to questions about the impact of these representations on social understanding and the actual development of teacher identity, to highlight the need to address their limitations and to question the stereotypes they reproduce. Questions that, in the midst of the increasing digitalisation of education, forget the non-instrumental reason and the humanised vision of educational relations.