A collaborative reflection on the synergy of Artificial Intelligence (AI) and language teacher identity reconstruction
Datos Bibliográficos
| ID | 12084363 |
|---|---|
| Autores | Farhad Ghiasvand (0000-0002-6599-3838, Allameh Tabataba'i University), Haniye Seyri (0000-0002-5142-9152, University of Tehran, autor de correspondencia) |
| Año | 2025 |
| Volumen | 160 |
| Páginas | 105022-105022 |
| Fecha de publicación | 2025-04-11 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Teaching and Teacher Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Editorial | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2025.105022 |
| OpenAlex | W4409351146 |
| Idioma | EN |
| Citas recibidas | 26 |
| Referencias citadas | 43 |
Aesthetics · Art · Identity (music · Linguistics · Mathematics education · Pedagogy · Programming language · Reflection (computer programming · Sociology · Computer Science · Educational and Psychological Assessments · EFL/ESL Teaching and Learning · Philosophy · Psychology · Second Language Learning and Teaching
Rooted in Growth
Teaching in the Age of AI
The impact of robot-assisted language learning (Rall) on EFL students’ classroom engagement and willingness to attend classes (WTAC)
AI as a collaborator
“They know AI, but they also know us”
Professional identity in AI-supported EFL teaching
AI-mediated instruction and novice language teachers' identity
Global Evidence on the Mediating Role of Teachers’ AI Beliefs in Linking AI-Related Professional Development and AI Infusion in Instruction
Critical Thinking as a Key to Empowering Graduate Students’ English Learning in the AI Era
Building the AI Empowerment Framework for Teacher Education
Evolving EFL teachers’ professional identities in AI-mediated teaching
Teachers’ doings in the AI era
Exploring the Role of GenAI Literacy and Readiness in Chinese EFL Teachers' Character Strength
Bilingual Teachers' Perceived Intrapersonal and Interpersonal Identity Conflicts in the Academia
(Re)Constructing English as a Foreign Language ( EFL ) Tutor Identity in the Age of Artificial Intelligence
Gen AI Literacy and Acceptance Among EFL Teachers
Exploring the Role of Chinese EFL Teachers' Interpersonal Behaviours in Their Students' Acceptance and Adoption of AI Tools Through the Lens of Technology Acceptance Model ( TAM )
Between Exploration and Caution
“I prefer to stay within my comfort zone”
Empowering teachers and reclaiming agency through culturally sustaining arts-based pedagogy in English language teaching
EFL teachers’ generative artificial intelligence (GenAI) literacy
Examining the role of psychological wellbeing in EFL teachers' pedagogical effectiveness and professional success
The Landscapes of L2 Spanish Education Research
Anticipating AI panacea? Teacher imaginaries of AI digital textbooks in South Korea
Learner autonomy driven by (generative) artificial intelligence as a source of emotional vulnerability and identity tensions in mid-career tertiary-level language teachers
Unpacking the Factors Shaping Tesol Teachers' GenAI Literacy From an Ecological Perspective
Narrative Approaches to Exploring Language, Identity and Power in Language Teacher Education
Generative AI in Education and Research
Using chatbots to scaffold EFL students’ argumentative writing
Teacher Identity in Language Teaching
Leading teachers' perspective on teacher-AI collaboration in education
From Sage on the Stage to Guide on the Side
Expanding the Language Teacher Identity Landscape
Developing AI Literacy for Primary and Middle School Teachers in China
Understanding teacher identity
Technological Pedagogical Content Knowledge
Novice language teacher identity construction
Discursive construction of online teacher identity and legitimacy in English language teaching
AI and the Future of Teaching
Preparing for AI-enhanced education
Is game-based language learning general or specific-oriented? Exploring the applicability of mobile virtual realities to medical English education in the middle east
The Covid-19 pandemic and its effects on teacher education
Covidentity
Exploring the Effects of Artificial Intelligence Application on EFL Students' Academic Engagement and Emotional Experiences
Can AI Empower L2 Education? Exploring Its Influence on the Behavioural, Cognitive and Emotional Engagement of EFL Teachers and Language Learners
Modelling Generative AI Acceptance, Perceived Teachers' Enthusiasm and Self‐Efficacy to English as a Foreign Language Learners' Well‐Being in the Digital Era
ChatGPT
Coping with Teacher Professional Identity Tensions
Is ChatGPT an evil or an angel for second language education and research? A phenomenographic study of research‐active EFL teachers’ perceptions
Co-journeying with ChatGPT in tertiary education
Through tensions to identity-based motivations
Teacher identity and crossing the professional-personal divide on twitter
Should I change myself or not?”
Exploring the professional role identities of experienced ESL teachers through reflective practice
Improving EFL learners’ speaking skills and willingness to communicate via artificial intelligence-mediated interactions
Revisiting narrative frames
Language teacher identity
Using thematic analysis in psychology
Introduction
In This Issue
Situated Learning
| Obras citantes distintas | 26 |
|---|---|
| Citas por año | 26 |
| Intervalo de citas | 2025 - 2026 (2) |
| Velocidad de citación | current |
| Altamente citado | No |
| Tipos de cita | Neutras: 26 |