Redefining Teaching in the Age of AI

This study examines how generative artificial intelligence (AI) reshapes the process of becoming a mathematics teacher through a reflective autoethnographic lens. Drawing on personal journals, field notes, and memory-based vignettes from classroom observations and teaching assistantship experiences in a public high school in the southern Philippines, the study explores how encounters with AI-mediated student learning transformed my emerging professional identity. Thematic analysis revealed three interrelated moments of sense-making: disruption, adaptation, and redefinition. Disruption captures the pedagogical and emotional tensions arising from students' use of AI tools. Adaptation reflects reframing AI as a collaborative pedagogical resource, while redefinition signifies a deeper reconceptualization of mathematics teaching as a human, ethical, and relational practice. Rather than positioning AI as a threat, the findings highlight teaching as an evolving process of humanization in algorithmically mediated classrooms.