#570: An Activity-Theoretical Approach to Teacher Professional Development in Pedagogical AI Agent Design

This two-cycle formative intervention study examined why teachers disengage from AI agent creation after professional development—a low engagement paradox—and tested whether systemic redesign could address it. Cycle 1 (N=218) revealed that despite completing comprehensive TPD, 87% of teachers ceased creating within three weeks, with behavioral tracking and interview analysis identifying systemic contradictions as the source of psychological need frustration rather than capacity deficits. Cycle 2 (N=26) implemented Cultural-Historical Activity Theory and Self-Determination Theory-driven redesign directly targeting diagnosed contradictions, achieving synchronized enhancement of both capacity and willingness. The findings reframe implementation failure as a rational response to need-thwarting systems and offer a replicable CHAT-SDT diagnostic framework for transformative professional development.