| Reflections of Iranian EFL Teachers on Artificial Intelligence: Reimagining Pedagogical Content Knowledge in the Digital Age |
| کد مقاله : 1121-ELTCONF7. (R1) |
| نویسندگان |
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حسین خلیلی *1، حسن طرلانی علیآبادی2، حسن احمدی3، حامد خلیلی4 1دانشجوی کارشناسی آموزش زبان انگلیسی، دانشگاه فرهنگیان، اردبیل، ایران 2استادیار گروه آموزشی زبان انگلیسی، دانشگاه فرهنگیان، زنجان، ایران 3استادیار گروه علوم تربیتی، دانشگاه فرهنگیان، تهران، ایران 4فارغالتحصیل کارشناسی پرستاری، دانشگاه علوم پزشکی، زنجان، ایران |
| چکیده مقاله |
| The integration of artificial intelligence in education is transforming teacher knowledge, pedagogical practices, and professional identity, particularly in English language teaching. This study examines how Iranian English language teachers perceive and experience the impact of AI on their content pedagogical knowledge (PCK) and professional agency. Using a qualitative, interpretive phenomenological approach, semi-structured interviews were conducted with 22 faculty members, teachers and student-teachers from Farhangian University and secondary schools, selected through purposeful sampling. Data were analyzed following Braun and Clarke’s (2003) six-phase thematic framework with MAXQDA 2024, generating themes at basic, organizing, and global levels. Findings reveal that AI functions not only as a technological tool but also as a catalyst for redefining teacher roles, instructional design, and ethical decision-making. The participants reported enhanced learner engagement, facilitated teaching process, and greater capacity for data-informed instruction, while expressing concerns regarding overreliance on technology, diminished learner autonomy, and ethical challenges. Comparative analysis indicates that, unlike international contexts where AI literacy and ethical training are embedded in teacher education, Iranian teachers face structural and institutional limitations. The study highlights the need for professional development, curriculum reform, and policy initiatives that integrate technological innovation with reflective practice, human judgment, and ethical responsibility. the findings of this study contribute to the theoretical development of AI-PCK. |
| کلیدواژه ها |
| artificial intelligence, English language teaching, teacher education, AI-PCK, AI literacy |
| وضعیت: پذیرفته شده برای ارائه شفاهی |