Evolving Teacher Roles in the Age of AI: Vocational IT Teachers' Adaptation to AI Through Oreg's Resistance to Change Framework
Rethinking Apprenticeships and the Role of Human Educators in the AI Era, IGI Global, ss.223-254, 2026
- Yayın Türü: Kitapta Bölüm / Araştırma Kitabı
- Basım Tarihi: 2026
- Doi Numarası: 10.4018/979-8-3373-8377-4.ch008
- Yayınevi: IGI Global
- Sayfa Sayıları: ss.223-254
- Akdeniz Üniversitesi Adresli: Evet
Özet
Artificial intelligence (AI) is reshaping educational practices, yet integration depends largely on teachers' professional interpretations. This chapter examines how Information Technologies (IT) teachers in public vocational high schools in Türkiye perceive and respond to AI integration through Oreg's Resistance to Change framework. Semi-structured interviews with twelve experienced vocational IT teachers were analyzed thematically across four dimensions: routine seeking, emotional reaction, short-term focus, and cognitive rigidity. Findings indicate teachers perceive AI as an efficiency-enhancing support tool rather than a transformative pedagogical force, expressing cautious openness alongside concerns about superficial learning, academic integrity, and preservation of human interaction. Resistance did not manifest as rejection but as reflective, context-sensitive adaptation grounded in professional responsibility, underscoring that AI integration in vocational education is a humancentered process shaped by teachers' experiences, values, and institutional context.