First-Year Teachers Navigating Generative Artificial Intelligence: A Culturally Responsive Teaching Perspective

• In Event: Educators and AI: Perspective, Practice, and Professional Growth

Abstract

This qualitative case study examines how two first-year elementary teachers used generative AI to support culturally responsive instructional planning and implementation. Data were collected over two years, including AI-enhanced lesson plans, reflective journals, CRT analyses, and interviews. Findings highlight that generative AI helped scaffold brainstorming and differentiation, particularly for multilingual and diverse learners. However, ethical concerns, technological limitations, and mismatches with local contexts emerged as ongoing challenges. The study underscores the importance of teacher agency and critical consciousness in mediating AI use for equity-oriented teaching. Implications are offered for teacher preparation, mentorship, and policy.

Authors

• Eun Kyung Ko, National Louis University

• Vishodana Thamotharan, National Louis University