An Examination of Teachers’ Perspectives and Metaphorical Perceptions Regarding AI

Abstract

The purpose of this study is to examine awareness, usage experiences, concerns, future predictions, and metaphorical interpretations of AI among teachers working in different subject areas and educational levels. The study was designed within the framework of a qualitative research approach. A survey consisting of 10 open-ended questions, designed to develop a multidimensional perspective on AI, was used as the data collection tool. The study sample consists of 16 teachers working in different subjects and educational levels. Data were collected in written form and analyzed using content analysis. During the analysis process, the data were categorized and coded. The findings indicate that teachers are generally familiar with the concept of AI and are most aware of generative AI tools such as ChatGPT and Gemini. Teachers predominantly described AI as a technology that provides rapid access to information, supports learning, and reduces workload. However, some teachers expressed concerns about the potential negative impacts of AI on data security, the generation of misinformation, ethical use, and creativity. The study also included a metaphor analysis, which revealed that teachers described AI using metaphors such as machine, robot, guide, computer, and ocean. These metaphors indicate that AI is perceived both as a functional tool and as a complex and unpredictable entity. Consequently, while teachers view AI as a supportive tool in education, they believe it cannot replace the human teacher in terms of pedagogical and emotional dimensions. In this context, it is recommended that professional development programs aimed at enhancing teachers’ AI literacy be expanded.