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Locate, Interrogate, and Challenge: The Promise of AI for Connecting Research to Practice for Teachers
Abstract
This chapter explores how artificial intelligence (AI) can support teachers in bridging the longstanding gap between educational research and classroom practice. Rather than positioning AI as a replacement for professional expertise, the chapter frames it as a mediational tool that amplifies teacher agency. Through three vignettes—focused on locating relevant research, interrogating program mandates, and challenging policy directives—the chapter illustrates how various AI tools enable more contextualized and critical engagement with research. Drawing on Vygotsky's cultural-historical theory, it emphasizes how AI can function as a cognitive partner in the professional learning process. The chapter also foregrounds ethical considerations, highlighting the need to examine algorithmic bias, equity of access, and the importance of teacher judgment. Practical steps and a teacher-centered checklist are included to guide responsible use. Overall, the chapter argues for a vision of AI that empowers teachers as co-constructors of knowledge, not passive recipients of policy.
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