Teacher roles vary by orchestration type, with content-related and ethical roles prominent when the teacher intervenes in AI-generated feedback, and a knowledge-transmitter role emerging in explain-the-screen¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r3 · q1
Currency · newest study 2026 · checked against its sources 2026-10-19 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q1 i? Content and ethical roles appeared together in AI-correcting and AI-mediating episodes, where the teacher judged AI feedback against curriculum standards and fostered students' critical acceptance. → Yun Hwa Noh & Hee-jeong Kim 2026 q1 i? The knowledge-transmitter role, observed in explain-the-screen, did not correspond to any subcategory of the AI-TPACK-based framework and was categorized inductively. → Yun Hwa Noh & Hee-jeong Kim 2026 (2)

Evidence¶

Yun Hwa Noh & Hee-jeong Kim 2026¶

Yun Hwa Noh & Hee-jeong Kim. (2026). Exploring teachers' instrumental orchestration and roles in high school mathematics classes using AI-based digital tools. The Mathematical Education 65(2), 309-335. https://doi.org/10.63311/mathedu.26.6525

q1 · i? · qualitative · r3

Directed content analysis coding teacher roles in each orchestration episode using lesson utterances, actions, and post-lesson interview data, with the Yoon and Kwon (2024) AI-TPACK-based framework as initial categories. Pedagogical and AI-technological roles also appeared in monitoring and support types.

"셋째, 내용적 역할과 윤리적 역할은 'AI-수정하기'와 'AI-매개하기'에서 공통적으로 나타났는데, 이는 두 유형 모두 AI가 생성한 피드백에 대해 교사가 교육과정 기반의 판단을 내리고 학생에게 비판적 수용 태도를 형성시키는 실천을 포함하기 때문이다."

Yun Hwa Noh & Hee-jeong Kim 2026 (2)¶

Yun Hwa Noh & Hee-jeong Kim. (2026). Exploring teachers' instrumental orchestration and roles in high school mathematics classes using AI-based digital tools. The Mathematical Education 65(2), 309-335. https://doi.org/10.63311/mathedu.26.6525

q1 · i? · qualitative · r3

Inductive coding of roles not captured by the existing framework found that the teacher's direct mathematical concept and content delivery in explain-the-screen episodes did not map onto the AI-focused subcategories, so it was categorized as a knowledge-transmitter role.

"다만, '화면-설명하기' 유형에서 교사가 수행한 수학적 개념 및 내용 전달은 AI 기반 교수・학습에 초점을 맞춘 기존 분석틀의 하위 범주와 직접적으로 대응되지 않았으며, 이를 '지식 전달자'로 범주화하였다."

Discussion¶

Related Claims¶

• AI-correcting is a newly observed orchestration type in which the teacher identifies erroneous AI feedback, points it out to students, and re-guides or edits AI prompts (10 of 46 episodes) — related
• AI-based high school mathematics lessons exhibit four existing and three newly emerging instrumental orchestration types, with the new types appearing in 36 of 46 episodes — related
• AI-mediating is a newly observed orchestration type in which the teacher concretizes or supplements correct AI feedback for students in curriculum context (12 of 46 episodes) — related
• Dashboard-monitoring is a newly observed orchestration type in which the teacher uses real-time AI dashboards to grasp student status and adjust lesson direction and pace (14 of 46 episodes) — related
• Explain-the-screen was the most frequent orchestration type (24 of 46 episodes), and in AI-based lessons it was dynamically reconfigured in real time by AI-generated learning data — related
• Teachers perceive their role shifting from knowledge transmitters to facilitators, co-investigators, and ethical supervisors of AI use — related