Difficulties and Breakthroughs in Remote-Site Teachers' Professional Development in the Data-Intelligent Era: Analysis Based on Chinese Practice Cases

Driven by data-intelligent technology, while remote live-streaming classrooms promote educational equity, they also bring systematic professional development difficulties for remote-site teachers. Based on the case of Chengdu No.7 High School's remote live-streaming classroom, this study identifies a triple crisis triggered by technological alienation: temporal-spatial domination, erosion of professional identity and pedagogical disembodiment. Theoretically, it points out that the essence of these dilemmas is the obscuring of educational authenticity by instrumental rationality. When technology escalates from an auxiliary means to a controlling force, remote-site teachers risk being reduced to "digital vassals." Accordingly, three breakthrough paths are proposed: in technology design, shifting from "efficiency-first" to "contextual adaptation"; in professional paradigms, moving from "technical appendage" to "reflective practitioner"; and in policy systems, transitioning from "techno-instrumentalism" to "agentive empowerment." This research not only expands the theoretical perspective of educational technology criticism but also provides important references for Global South countries and regions with uneven resources on how to protect teachers' professional autonomy while promoting digital education. It ultimately argues that the application of data-intelligent technology in education should establish a balance between instrumental and value rationality, reconstructing the educational ecology with teacher subjectivity at its core.