GENERATIVE AI IN THE CONSTRUCTION OF TEACHER PROFESSIONAL IDENTITY: A SCOPING REVIEW

In the context of profound transformation in educational systems, the teaching profession is called upon to redefine itself in response to the emergence of tools and action logics increasingly influenced by artificial intelligence (Ceallaigh & Murphy, 2026; Haghi et al., 2026). This paper examines the role of generative AI in the processes of constructing teacher professional identity with reference to inclusive contexts. Drawing on a scoping literature review, the study explores how AI impacts the development of a supportive teacher professional identity (Hong et al., 2024), highlighting new forms of agency (Biesta et al., 2015). These transformations raise significant ethical questions and require a critical and informed repositioning. From this perspective, we explore whether and to what extent AI operates as an instrumental support or as a transformative device, capable of redefining the domains of teaching professionalism (Hanna et al., 2019; Wong & Liu, 2022; Sharma & Jacobs, 2016; Sahli Lozano et al., 2023)