标题： 救济还是替代？ 教师如何在专业实践中协商生成式人工智能的角色 显示英文标题

标题： Relief or displacement? How teachers are negotiating generative AI's role in their professional practice

摘要： 随着生成式人工智能（genAI）迅速进入课堂，伴随着学区层面的政策实施和行业主导的教师培训，重新思考传统的“采用并培训”策略变得尤为重要。 几十年的教育技术研究显示，那些承诺个性化和访问性的工具往往由于资源、培训和机构支持的不均衡而加剧了不平等。 在这一背景下，我们对一个大型美国学区的22名教师进行了半结构化访谈，该学区是genAI的早期采用者。 我们的研究结果揭示了推动采用的动机、抵制背后的因素，以及教师为使genAI的使用与其价值观保持一致而协商的界限。 我们进一步通过解析社会技术动态——包括学区政策、专业规范和关系承诺——来阐明教师如何应对这些工具的机遇与风险。 显示英文摘要

摘要： As generative AI (genAI) rapidly enters classrooms, accompanied by district-level policy rollouts and industry-led teacher trainings, it is important to rethink the canonical ``adopt and train'' playbook. Decades of educational technology research show that tools promising personalization and access often deepen inequities due to uneven resources, training, and institutional support. Against this backdrop, we conducted semi-structured interviews with 22 teachers from a large U.S. school district that was an early adopter of genAI. Our findings reveal the motivations driving adoption, the factors underlying resistance, and the boundaries teachers negotiate to align genAI use with their values. We further contribute by unpacking the sociotechnical dynamics -- including district policies, professional norms, and relational commitments -- that shape how teachers navigate the promises and risks of these tools.