Analyzing the Teacher’s Role in AI-Integrated Classrooms: A Case Study of U.S. High School Educators within the TPAIK Framework

초록

The purpose of this study is to investigate how U.S. secondary school teachers integrate GenAI into their instructional practices and professional identities. The Technological Pedagogical Artificial Intelligence Knowledge (TPAIK) framework guides this investigation, examining the intersections of content, pedagogical, and computational intelligence. Data were collected over four weeks from four teachers in a STEAM-focused district, with each participating in a 90-minute classroom observation and a 50-minute semi-structured interview. To enhance trustworthiness, the constant comparative method was used to conduct thematic analysis. Data source triangulation and member checking further strengthened findings. Results indicate that, for these individuals, effective AI integration depends on teacher agency and disciplinary expertise rather than technical proficiency alone, as the latter proved insufficient for adapting generic AI outputs to context-specific instructional scaffolds. The analysis reveals a reconceptualized AI role—not as a replacement, but as a pedagogical collaborator. Teachers used AI to provide personalized scaffolding and to facilitate students’ critical inquiry. However, a persistent sense of pedagogical isolation emerged as teachers relied on informal networks due to limited institutional support. Findings suggest that substantive AI integration may benefit from institutional structures that support collective, rather than individual, teacher efforts. Nevertheless, given the limited scope of this multiple-case study, such implications warrant further investigation in broader contexts.

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