Educ recherche
Volume 16, Numéro 1, Pages 170-192
2026-06-30
Constructing The Pedagogical Teacher Identity In The Age Of Artificial Intelligence: The Dialectics Of Epistemic Authority And The Reshaping Of Educational Relationships Within The Classroom
Authors : Alwaheidi Ammar .
Abstract
This study aims to explore the construction of the pedagogical teacher identity in the age of artificial intelligence (AI) by analyzing the traditional features of teacher identity, examining the transformations brought about by AI in epistemic authority within the classroom, assessing the implications of these changes on the teacher’s role, and proposing pedagogical strategies for rebuilding identity and reshaping educational relationships. The findings reveal that the traditional teacher identity was historically grounded in three pillars: epistemic authority, moral exemplarity, and social status. While these elements granted teachers a respected position in society, they also rendered their identity rigid and less adaptable to rapid transformations. With the integration of AI, knowledge is no longer monopolized by the teacher but is distributed among students, technology, and the teacher, thereby necessitating a redefinition of the educational relationship based on dialogue and participation. The study further demonstrates that these transformations have produced dual implications: on one hand, they weakened the teacher’s symbolic and social authority; on the other, they reinforced the teacher’s ethical and philosophical role as the human safeguard against technological dominance. This paradox places teachers at a crossroads—either to remain confined within the traditional identity or to reconstruct their professional and intellectual selves in alignment with contemporary demands. The research concludes that effective strategies for building a new teacher identity must integrate technical competence, ethical guidance, social participation, and institutional support. Ultimately, teacher identity in the age of AI is not merely threatened but is open to reconstruction on more flexible and human-centered foundations, ensuring that education remains profoundly human in a technologically evolving world.
Keywords
Pedagogical Teacher Identity ; Artificial Intelligence in Education ; Epistemic Authority ; Educational Relationship ; Pedagogical Strategies
Les articles similaires
بوسالم أحلام
.
عابد يوسف
.
ص 117-132.
Yahia Zeghoudi
.
pages 74-88.
Said Houari Amel
.
pages 257-268.
Baadoud Safia
.
Hadj Henni Imane
.
pages 94-104.
Bekkar Amina
.
Bounouni Mahdi
.
pages 577-595.
