#687: From Making Sense to Taking Ownership: Teachers’ Evolving Participation in AI Education Across Disciplines

This study examines how teachers’ participation evolves as they engage in learning about and implementing AI-integrated lessons. Grounded in the Community of Practice framework, this study traces teachers’ movement from peripheral understanding to central contribution within an emerging AI educator community. Findings reveal four forms of participation: disciplinary entry, reframing for disciplinary fit, recognizing the scope and fit of AI practices, and envisioning coherent student learning across courses. These findings show that sustainable AI integration begins with disciplinary anchoring and develops toward ownership and systemic coherence.