Constructing Teacher Identity in Navigating Professional and Societal Values for Developing AI Literacy

This work explores how teachers' professional identities are constructed and negotiated in the context of AI education. Drawing on qualitative analysis of teachers' AI policy statements and reflections, we examine how teachers articulated their beliefs, values, and roles in response to emerging AI technologies in education. Findings reveal that teachers positioned themselves as ethical gatekeepers, lifelong learners, and community advocates while navigating tensions between innovation and uncertainty. The study highlights how professional learning experiences can foster identity development, agency, and critical engagement with educational technologies.