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TECNO-IMAGINARIOS DE LA INTELIGENCIA ARTIFICIAL SOBRE LA IDENTIDAD DOCENTE: UN ESTUDIO EXPLORATORIO.

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Title: TECNO-IMAGINARIOS DE LA INTELIGENCIA ARTIFICIAL SOBRE LA IDENTIDAD DOCENTE: UN ESTUDIO EXPLORATORIO.
Alternate Title: Artificial Intelligence technoimagery on teacher identity: an exploratory study.
Authors: Fontán de Bedout, Laura1 laurafontan@ub.edu, Lovato Sagrado, Antonio1 alovato@ub.edu, Aliende Matta, Amanda1 amanda.aliende.matta@ub.edu, Ortega González, Eric1 ericortega@ub.edu
Source: Profesorado: Revista de Currículum y Formación del Profesorado. Mar2025, Vol. 29 Issue 1, p197-220. 24p.
Subject Terms: *Generative artificial intelligence, *Teacher development, *Teacher role, Gemini (Chatbot), Social impact
Abstract (English): 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 AIbased 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. [ABSTRACT FROM AUTHOR]
Abstract (Spanish): En un contexto en el que las tecnologías digitales basadas en Inteligencia Artificial generativa (IAg) han irrumpido en el ámbito educativo, reconfigurando finalidades, procesos y agentes, este estudio exploratorio examina los tecno-imaginarios pedagógicos que estas tecnologías reflejan sobre la identidad docente. A través del análisis deductivo-inductivo de las entrevistas semiestructuradas realizada a las principales plataformas de generación de textos basadas en IAg (ChatGPT, Google Bard, Google Gemini, Perplexity y Claude.ai), se investiga cómo estos sistemas conceptualizan y reflejan las funciones, características, competencias, necesidades formativas e impacto social de los docentes. Los resultados indican que estos tecno-imaginarios atribuyen a los docentes un papel crucial en la formación integral de los estudiantes y priorizan sus competencias personales y sociales, así como su vocación; minimizando la importancia de los conocimientos teóricos y el dominio de las materias básicas en su formación y práctica docente. El acuerdo de las diferentes IAg lleva a plantear interrogantes sobre el impacto de estas representaciones en la comprensión social y el desarrollo real de la identidad docente, a destacar la necesidad de abordar sus limitaciones y a cuestionar los estereotipos que reproducen. Cuestiones, que, en medio de la creciente digitalización de la educación, olvidan la razón no instrumental y la visión humanizada de las relaciones educativas. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
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 AIbased 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. [ABSTRACT FROM AUTHOR]
ISSN:1138414X
DOI:10.30827/profesorado.v29i1.30861