From Assistance to Autonomy: Integrating Generative AI in Literacy Instruction for Early-Career Teacher Educators

• In Event: Technology Integration for Professional Learning and Instruction

Abstract

This study explores how GenAI affects literacy instruction and the professional identity of early-career teacher educators in the U.S. and South Korea. Using surveys and interviews with 30 educators, the research reveals that while GenAI supports reading, writing, and personalized learning, it also creates tensions between automation and expertise, efficiency and depth, and authority and ethics. The findings highlight the need for AI literacy training and ethical guidelines to balance AI benefits with educators' autonomy.

Authors

• Seongryeong Yu, Old Dominion University

• Youngseo Kim, Temple University

• Haeju Cheon, Seoul National University of Education