The Interplay of Teacher Agency and TPACK in AI-Integrated Science Education: Insights From Exemplary Practice Cases

IF 5.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Journal of Computer Assisted Learning Pub Date : 2026-06-17 DOI:10.1002/jcal.70281

Hyojoon Kim, Eun-Jeong Yu

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Abstract

Background

Teacher agency plays a pivotal role in technology-enhanced instruction, yet empirical evidence connecting agency to the practical enactment of specific components of TPACK remains limited. In particular, the intersections between teacher agency and TPK/TCK as enacted practices warrant closer scrutiny.

Objective

This study empirically examined how manifestations of teacher agency—individual, co- and collective—are interlinked with the enactment of TPK and TCK in exemplary cases of instructional innovation, with a focus on the integration of emerging technologies, including AI.

Methods

Seventeen award-winning science education reports, treated as instructional artefacts, were analysed using a hybrid deductive–inductive thematic analysis. The study first categorised cases based on established TPK/TCK and teacher agency frameworks, then utilised a cross-matrix approach to identify empirical typologies and represent the multilayered intersections.

Results

TPK was evident across all cases and appeared to support teacher agency across individual, co- and collective domains, where broadly applicable tools enhanced instructional orchestration and resource sharing. In contrast, TCK appeared selectively in subject-specific contexts, demanding disciplinary expertise and aligning mainly with individual agency. AI integration operated flexibly across both domains, amplifying pedagogical orchestration in TPK-oriented practices while supporting content-specific analytical and inquiry processes in TCK-oriented enactments.

Conclusions

The findings suggest a reciprocal dynamic in which teacher agency supports technology integration, while enacted TPACK may also expand the scope of agency. TPK underpins cross-contextual transferability, while TCK advances disciplinary specialisation—both central to understanding and supporting AI-integrated science education. The study provides empirical typologies of their interplay with teacher agency, offering differentiated strategies for teacher professional development and policy that reflect the distinct functional roles of TPK and TCK in AI-integrated science education.

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教师代理与TPACK在人工智能整合科学教育中的相互作用：来自典型实践案例的见解

教师代理在技术增强型教学中发挥着关键作用，然而将代理与TPACK具体组成部分的实际实施联系起来的经验证据仍然有限。特别是，教师代理和TPK/TCK之间的交叉点作为制定的做法值得更仔细的审查。本研究以人工智能等新兴技术的整合为重点，实证研究了教师代理的表现形式（个体、集体和集体）与教学创新示范案例中TPK和TCK的制定之间的相互关系。方法采用演绎-归纳混合主题分析法，对17份科学教育获奖报告进行分析。该研究首先根据已建立的TPK/TCK和教师代理框架对案例进行分类，然后利用交叉矩阵方法确定经验类型并表示多层交叉点。结果TPK在所有案例中都很明显，并且似乎支持教师在个人，共同和集体领域的代理，其中广泛适用的工具增强了教学编排和资源共享。相比之下，TCK有选择地出现在特定学科背景下，要求学科专业知识，并主要与个人机构保持一致。人工智能集成在这两个领域灵活运作，在面向tpk的实践中扩大了教学编排，同时在面向tck的制定中支持特定内容的分析和查询流程。结论研究结果表明，教师代理支持技术整合是一种互惠动态，而制定的TPACK也可能扩大代理的范围。TPK支持跨背景的可转移性，而TCK则推进学科专业化，这对理解和支持人工智能集成科学教育至关重要。该研究提供了它们与教师代理相互作用的实证类型学，为教师专业发展和政策提供了差异化的策略，以反映TPK和TCK在人工智能整合科学教育中的不同功能角色。

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来源期刊

Journal of Computer Assisted Learning EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

9.70

自引率

6.00%

发文量

116

期刊介绍： The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope