Author Information
Esra Meşe, İstanbul Technical University, TürkiyeDerin Atay, Bahçeşehir University, Türkiye
Abstract
This narrative inquiry examines how a professional development (PD) facilitator/teacher’s evolving engagement with Generative AI (GenAI) for inquiry-based PD is shaped by identity, ideology, and capital, as theorized by investment framework (Darvin & Norton, 2015). Drawing on a longitudinal reflective journal involving field notes and in-depth exploration of emotions, lesson plans, colleague feedback, and the two authors’ reflective dialogue, we found four emergent themes: emotions, legitimacy, agency, and role overload. Findings showed that (a) emotions regulated agency and emotional labor was a key part of investment, (b) legitimacy was negotiated through symbolic capital and institutional access to resources and recognition, (c) agency was exerted to enact imagined identities, and (d) role overload constrained investment.
Paper Information
Conference: PCE2026Stream: Professional Training
This paper is part of the PCE2026 Conference Proceedings (View)
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To cite this article:
Meşe E., & Atay D. (2026) Constructing Futures: Teacher Trainer Investments and Emotional Entanglements in Exploring GenAI ISSN: 2758-0962 The Paris Conference on Education 2026: Official Conference Proceedings (pp. 133-138) https://doi.org/10.22492/issn.2758-0962.2026.10
To link to this article: https://doi.org/10.22492/issn.2758-0962.2026.10
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