A procedure for AI‐stimulated reflexive practice in language teacher education research, alongside a critical engagement with the ethical, environmental, and epistemic costs such practice entails is proposed.
Abstract
This study proposes a methodological approach in which large language models (LLMs) serve as reflective and dialogical partners rather than analysts in critical autoethnographic narrative (CAN) research on language teacher educator identity. During an ongoing debate about the use of generative artificial intelligence (AI) in reflexive qualitative research, this approach occupies a narrow methodological space. LLM outputs serve as stimuli for the researcher's reflexive interpretation of CAN texts, while meaning‐making, salience judgment, and theoretical synthesis remain human practices. In a two‐phase design, three LLMs (ChatGPT 5.2 Thinking, Claude 4.5 Sonnet, and Gemini 3 Thinking) first generated reflective stimuli in the form of probing questions and then produced parallel thematic outputs that served only as material for the researcher's reflexive synthesis, not as completed analyses. Four patterns emerged: consciousness‐raising through dialogical awakening, institutional precarity and resistance, pedagogical transformation, and the relational construction of critical identity. The LLMs differed in orientation in ways consistent with poststructuralist epistemology. The contribution is primarily methodological: a procedure for AI‐stimulated reflexive practice in language teacher education research, alongside a critical engagement with the ethical, environmental, and epistemic costs such practice entails.
This autoethnographic study investigates a TESOL teacher’s professional learning (PL) in a group setting, such as workshops, in Chinese English Language Centres (ELCs) from a sociocultural perspective. Drawing on a self-interview, entries from a twelve-month reflective diary, and institutional documents, including PL training documents and training notifications, the analysis highlights the tensions between PL activities—often fragmented, repetitive, and oriented toward test preparation—and the teacher’s broader professional aspiration. These tensions became productive sites of PL through the teacher’s ongoing efforts to navigate them, such as individual adaptation, reflective practice, and informal peer collaboration, shaped by personal, social, and technological factors. Specifically, contradictions related to institutional commercial goals, standardised teaching tools, and overwhelming workload not only constrained but also stimulated growth in the teacher’s learning. The findings suggest that teacher learning in marketised ELCs emerges through the negotiation of competing educational and commercial priorities across time. At the same time, the adaptive responses that supported learning also helped manage and absorb systemic tensions, contributing to the reproduction of existing organisational arrangements. The study contributes to understanding group-based PL in for-profit ELCs, a largely underexplored setting, and highlights the need for more collaborative, context-sensitive, and sustainable frameworks that involve both teachers and institutions in supporting teachers’ PL, which is essential for responding to the unique contradictions and competing demands shaping teachers’ PL in commercialised ELC contexts.
This article presents a pedagogical project developed within a university course in Social Pedagogy involving one hundred students of all genders. Participants were invited to write and read their own coming-of-age narratives (Bildungsroman), reflecting on formativeexperiences emerging from formal, non-formal, and informal learning contexts. The educational design combined three interconnected phases: autobiographical writing, individual silent reading aimed at fostering critical self-reflection, and dialogic sharedreading focused on reciprocal feedback and collective meaning-making. The impact of the project was assessed through a structured questionnaire exploring dimensions of self-awareness, reflexivity, and professional identity development. Findings suggest that the integration of individual narrative work and collaborative dialogue promoted multidimensional learning processes, strengthening participants’ capacity to connect personal educational trajectories with future professional aspirations. The study highlights the pedagogical value of autobiographical and dialogic practices in supporting identity construction and reflective learning in higher education.
M. Capo· Rivista Italiana di Educazio...· 0 citations
This article examines how conversational artificial intelligence (AI) can function as a catalyst for identity awareness and reflexive sensemaking among women navigating emotionally demanding life roles.
Using analytic autoethnography, the study draws on sustained AI-mediated dialogues alongside reflexive writing to examine how meaning-making unfolded during a period of personal and professional tension. The analysis is informed by emotional labour theory, transformative learning and feminist standpoint perspectives.
The findings illustrate how AI-mediated dialogue supported the articulation of previously silenced emotions and facilitated recognition of internalised obedience, inherited scripts of “good daughterhood” and gendered expectations shaping everyday life. Rather than producing solutions, AI functioned as a narrative scaffold that enabled reflexive distancing and identity re-seeing.
This article contributes to qualitative scholarship by offering an autoethnographic account of AI as a reflective companion rather than a therapeutic or authoritative agent. It highlights how women, particularly those balancing motherhood and academic identities, may use AI-mediated dialogue to surface emotional labour and renegotiate their sense of self.
N. A. Zulkifly· Qualitative Research Journal· 0 citations
This article explores the potential of poetic inquiry to re-read Vietnamese English as a foreign language (EFL) teachers’ reflective writing as affective, ethical, and aesthetic texts. Drawing from two datasets, including private reflections collected during professional development and public-facing teaching innovation entries, the study rearranges teacher-authored lines into found poems, organized into five thematic cycles: (1) becoming, (2) constraints and care, (3) voice and silence, (4) recognition and innovation, and (5) teaching across languages. Rather than thematically coding or categorizing the data, this inquiry foregrounds rhythm, pause, metaphor, and relational weight. It treats reflective writing not only as a source of pedagogical insight but as a genre of professional authorship. The article includes a dialogic commentary and comparative discussion that situate this poetic mode within broader traditions of narrative inquiry, teacher identity research, and arts-based methods. In doing so, we argue for listening differently to what teachers say, and to how their words live beyond the analytic frame.
Thanh-Thao Le, T. Pham· International Journal of Edu...· 0 citations
The rapid advancement of generative AI (GenAI) is reshaping foreign language education, challenging teachers’ professional identities. Framed by third‐generation Cultural‐Historical Activity Theory (CHAT), this case study investigates how a secondary school German teacher in China developed her professional identity through GenAI integration. Findings revealed four levels of contradictions: primary (efficiency vs. competence), secondary (AI content vs. norms; skill gaps; AI vs. creativity), tertiary (traditional vs. AI‐supported pedagogy), and quaternary (tensions with colleagues and students). Resolving these contradictions transformed her identity across four dimensions. Epistemically, she became a reflective “quality gatekeeper.” Pedagogically, a human‐AI collaborative instructional designer. Relationally, a selective collaborator and digital literacy facilitator. Agentively, a reflective practitioner progressing from technology‐dependent anxiety to agentive practice. Her trajectory shifted from incremental adaptation toward emergent expansive learning. This study illuminates how language teachers can transform contradiction‐driven disruption into resilient, multidimensional professional identity development, demonstrating that teacher identity can be strengthened, not diminished, through active engagement with GenAI.
Yifan Lyu, Junping Lu· International Journal of App...· 0 citations
The Responsible AI Literacy in Education (RAIL-Ed) framework is introduced, developed through a systematic review and qualitative framework analysis of 67 studies (2023-2025), grounded in critical, pragmatist, sociocultural, and human-centered traditions.
S. Hossain, S. Ahmadi, Leqi Li et al.· 0 citations
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