PBL 기반 영어교사교육에서 AI 보조교사 활용과 교사 주도성 발현

The use of AI Co-teachers and the manifestation of teacher agency in PBL-based English teacher education

This study examined how pre-service English teachers in a Problem-Based Learning (PBL) context perceived and utilized AI as a co-teacher and how their teacher agency emerged throughout the process. Seventeen third-year pre-service English teachers from C University’s English education department participated in this study. The method involved participants engaging in a team-based PBL project using AI tools of their choice, and their reflective journals and lesson plans were analyzed qualitatively through thematic analysis. Findings showed that participants viewed AI not as a mere technological tool but as a collaborative partner and reflective resource that enhanced their pedagogical thinking. During lesson design, they demonstrated professional judgment by critically interpreting and adapting AI-generated suggestions to align with pedagogical goals and students’ needs. Their understanding of the teacher’s role evolved into that of a human-centered mediator who balances AI–learner interactions, emphasizing emotional feedback, ethical reasoning, and empathy as essential human capacities that AI cannot replicate. In conclusion, AI functioned not as a replacement but as a collaborative tool that supported the development of teacher professionalism and agency. The PBL-based instructional experience effectively supported pre-service teachers in strengthening human-centered educational values and developing a responsible attitude toward AI integration in English education.