Resumo

LIU, Yi; XIA, Huixian  e  WANG, Yafei. Enhancing the Transition Phase in Lesson Planning Using AI Systems: A Grounded Theory Exploration. Educ. as change [online]. 2025, vol.29, n.1, pp.1-24. ISSN 1947-9417.  https://doi.org/10.25159/1947-9417/18941.

Integrating artificial intelligence (AI) systems into education poses significant challenges for teachers during the transition phase of adapting technologies in lesson planning. We adopt a grounded theory approach to examine the characteristics, strategies, and outcomes of 51 K-12 teachers' transition phases when utilising AI systems in China. Data including a 68,807-word transcription from two rounds of interviews with eight teachers revealed that K-12 teachers can be classified into technology followers, technology conservatives, technology pioneers, and technology disengagers. The study identifies three distinct phases of adaptation. The first phase is operation focusing on mastering AI system functionalities. The second is application integrating AI tools into pedagogical practices. The final is adaptation achieving stable and tailored usage. The outcomes are categorised into Basic Alignment meeting routine needs and Advanced Alignment enhancing instructional innovation. The outcome reflects different levels of openness, proactiveness, and effectiveness in developing strategies to overcome the challenges. The findings highlight that teachers' perceptions of transition difficulties and external factors influence teachers' AI adoption. Teachers' perceptions of transition difficulties including valuing new methods and using AI tools matter. External factors such as training support, peer influence, and policy requirements significantly influence their strategies and outcomes. The study offers three recommendations on adapting policies to align with teachers' stages of AI system adoption, balancing technical and pedagogical training, and fostering collaborative lesson planning through AI systems. Future research should explore the key metrics to quantify and track transition characteristics of the transition phase and long-term in-depth observation of K-12 teachers for a more comprehensive understanding.

Palavras-chave : transition phase; lesson planning; grounded theory.

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