Synergizing Human and Artificial Intelligence: A Narrative Inquiry into Collaborative Reflective Practice for EFL Teacher Development in Iran

Designing practical professional development (PD) for language teachers remains a persistent concern, particularly in settings where linguistic, cultural, and institutional dynamics are intertwined. This study explored the experiences of ۳۰ Iranian English-as-a-Foreign-Language (EFL) teachers teaching in public junior high schools in a synergistic PD model integrating class-based reflection, ICT-mediated collaboration, and AI-driven support within communities of practice. Adopting a qualitative narrative inquiry approach grounded in sociocultural theory, the researchers collected the data over nine months from multiple sources, including reflective essays, interviews, AI interaction logs, WhatsApp discussions, and observational field notes. For data analysis, MAXQDA ۲۴ was utilized, and results from thematic analysis revealed six related themes: relational foundations of reflection, ICT as connective tissue, AI both as a supporter and a distractor, professional identity renewal, contextual constraints and inequities, and cultural translation of technology. The findings indicate that the synergistic integration of human and AI-mediated reflective practice can enhance teacher learning, agency, and resilience, underscoring the need to thoughtfully incorporate relational, cultural, and structural conditions. Implications for teacher education, policy, and AI-supported PD design are discussed.

کلیدواژه ها:

Artificial intelligence ، collaborative reflective practice ، EFL Teacher Development ، ICT-mediated learning ، Narrative Inquiry