Between Relief and Dispossession: A Critical Approach to Projected Uses of AI in Teaching Work
Résumé
Current research on AI in teaching presents it as a driver of educational innovation and competitiveness that can take over teaching tasks and thereby improve efficiency or lighten the teacher's workload. However, a task is not merely a set of actions; it is also a site of engagement where opportunities for self-investment, meaning-making, and perseverance in the teaching profession coexist. Tasks are also considered as supports for symbolic and material recognition and as elements of professional identity. Thus, delegating teaching tasks to AI does not simply modify their execution; it transforms the meaning of the teacher's relationship to work. Moreover, several studies highlight that teachers experience tensions when tasks described as sources of fatigue or overload are delegated to AI. Drawing on activity theory and affects, this exploratory study aimed to understand the reconfiguration of teaching tasks from the perspective of pre-service teachers. A questionnaire was administered to 86 pre-service teachers covering ten typical tasks. Results reveal four task configurations that depend not on the pre-service teachers' level of comfort or attachment to the task, but rather on the nature and place of the task within teaching work.
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