From being to becoming a teacher in the age of Artificial Intelligence: A reflection within the university context
DOI:
https://doi.org/10.53485/ret.v5i3.790Keywords:
university teaching, generative artificial intelligence, teacher identity, pedagogical mediation, knowledgeAbstract
This essay reflects on the resignification of university teaching in response to transformations in the production, circulation, and mediation of knowledge associated with generative artificial intelligence. This study is based on the findings of a qualitative phenomenological-hermeneutic study conducted with four university professors, from which an Ontological Semantic Structure of the Teaching Profession was constructed, comprising the human, epistemic, pedagogical, and social dimensions, thereby enabling a second-order hermeneutic-theoretical reinterpretation. These findings are placed in dialogue with recent scientific literature on artificial intelligence, higher education, teacher identity and agency, pedagogical mediation, and ethical responsibility. The reflection shows that artificial intelligence should not be understood solely as an instrumental innovation or as a mechanism for replacing teaching functions, but as a condition that modifies relationships with students, knowledge, teaching, and the university community. This dialogue leads to the interpretive category becoming a teacher, understood as a continuous process of reconstructing knowledge, practices, relationships, and responsibilities in response to transformations in educational contexts and knowledge. The essay concludes that the teacher’s centrality shifts from possessing information toward interpreting, validating, contextualizing, and giving educational meaning to it, while preserving pedagogical relationships, human agency, and social responsibility. The conceptual contribution lies in proposing becoming a teacher as a key for understanding professional transformation in university contexts mediated by artificial intelligence.
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