Critical Analysis of Future Teachers’ Anticipatory Perspectives on Teaching Activity Automation
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Recent studies show that the introduction of AI into teaching can generate psychological tensions or professional concerns, particularly when it is perceived as a threat to teachers’ role or expertise, rather than a complementary resource. Drawing on activity theory and affect theory, this exploratory study aimed to understand the reconfiguration of teaching activities from the perspective of future teachers. A questionnaire was administered to 86 pre-service teachers, covering ten typical activities. The results reveal four activity configurations, independent of the participants’ comfort with or attachment to these activities, but more related to the place of the activity in the profession.
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