Declinare le competenze didattiche al tempo dell’IA, attraverso le narrazioni delle pratiche dei docenti/Adapting teaching skills in the age of AI through narratives of teachers' practices

This paper aims to clarify teaching competencies in the age of artificial intelligence (AI),\r\nemphasizing the professional dimensions most affected by the emergence of generative AI in both student and teacher practices. The study identifies five key domains of teaching: instructional design, transposition, personalization and differentiation, knowledge appropriation, and the recognition of oneself as an "unfinished teacher."\r\nThe research adopts a narrative analysis methodology, drawing on the reflections of 40 teaching experts - educators from various disciplines - who participated in a professional development program conducted by the authors at Liceo Avogadro in Biella between September and December 2024. Rather than focusing on AI itself, the study inverts the perspective, centering on teachers' pedagogical competencies. Teachers, conceived as "unfinished" professionals engaged in continuous inquiry and adaptation, are recognized as experts in didactics and, from this standpoint, are critically examined in relation to AI-driven transformations.