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Sarah Warfield

NYU Shanghai, Shanghai, China

 

Maricarmen Pérez-Carbajal

Centro de Investigación y Docencia (CID), Chihuahua, Mexico

 

Niurka Isabel Passalacqua Olivera

Sussan Róo y Sánchez

Universidad Autónoma de Ciudad Juárez, Ciudad Juárez, Mexico

 

Luis Prezas Vera

Escuela Normal Superior del Estado de Baja California Sur, La Paz, Mexico

 

Abstract

This article examines how collaborative reflective practice on the integration of AI into English as a Foreign Language (EFL) affects teacher educators’ professional learning and identity development. Using Farrell’s (2014) framework for reflective practice, the study analyzes written reflections, peer dialogues, and observation records produced by five teacher educators from Mexico, Peru, and the United States. Data were collected as the educators participated in a virtual training-of-trainers course, followed by in-person conferences delivered to EFL/ESL teachers in Mexico. Through a qualitative case study approach, the analysis traces how the participants negotiated personal values, institutional constraints, and sociocultural contexts while taking up roles as trainers, mentors, and learners. The findings show that structured collaboration fostered critical engagement with AI pedagogies and heightened awareness of the ethical and human dimensions of technology in language education. Overall, the study demonstrates that reflective training cycles and peer observation protocols can strengthen teacher identity, agency, and AI literacy while supporting dialogue on ethics and human-centered pedagogy.

 

Keywords

generative artificial intelligence, English Language Teaching (ELT), teacher educator development, reflective pedagogy, AI literacy, professional identity, Mexico, Global South education