Through Tensions to Identity-Based Motivations: Exploring Teacher Professional Identity in Artificial Intelligence-Enhanced Teacher Training

Abstract

This mixed-methods case study explores teacher professional identity (TPI) tensions and motivations for Artificial Intelligence (AI) integration in teaching within a Chinese university-level AI-enhanced teacher training program. Surveys were completed by 216 attendees, followed by in-depth qualitative analysis of 15 selected teachers. The study reveals TPI groupness-individuality, humanity-technology, and continuity-openness tensions. Three conceptual models are introduced: Human Intelligence and AI as Navigator, Collaborator, and Inventor. It underscores the critical role of tailored AI-enhanced teacher training in harmonizing educators’ diverse identities and motivations with technological advancements, signalling a strategic approach for effective AI integration in global teacher education.