Keyword: «teacher agency»

Russian school teachers use a coursebook chosen from the list of those recommended by the Ministry of Educa-tion. Nevertheless, it does not mean that they complete-ly rely on these books and do not introduce any changes. Nowadays, they have access to a great variety of teach-ing tools, which can positively affect the learning out-comes. A controversy arises between those administra-tive requirements that restrict teacher`s activities and choices, on the one hand, and, on the other hand, the same requirements encourage teachers to follow stu-dent-centered approach which suggests individualization and variety in teaching. The majority of foreign language school teachers do introduce changes into the course-books they use, thus displaying varied levels of their pro-fessional agency. In recent years, they have a unique opportunity to generate their own materials thanks to the incorporation of AI in education. The aim of this arti-cle is to find out and analyze the reasons for introducing changes into coursebooks and identify the character of such changes. The authors studied the outcomes of both Russian and foreign researchers, devoted to coursebook theory. Then they questioned school foreign language teachers to find out what changes they introduce and why. The study revealed that the overwhelming majority of the teachers are inclined to use the coursebook as the backbone of the course they teach in combination with additional materials and tools. In this decision, they are driven by the desire to promote the achievement of the course goals, keeping in mind their target learners, their preferences and abilities; their dissatisfaction with the materials and tools that the coursebook contains; their striving to diversify didactic tools and to select those materials that are in line with the students` close environment and acute events. The results of the study show that the main additions that foreign language teachers make to the teaching materials used are related to the content and technological solutions in the lesson. Based on these outcomes, it is obvious which aspects of foreign language teaching and learning theory and prac-tices require a special emphasis in pre-service as well as in-service teacher training.

The article addresses a methodological problem related to the use of generative artificial intelligence (GAI) in the system of continuing professional education (CPE), which has become particularly acute under conditions of hybrid learning and in the context of foreign language teaching. The expansion of GAI-based practices in education is accompanied by growing methodological fragmentation, when digital tools are applied without reliance on a coherent logic of pedagogical design. As a result, GAI is used primarily as a means of generating instructional content, leading to the substitution of pedagogical thinking with technical operations and to a loss of coherence in learning activities. The aim of the study is to develop and empirically validate a model of pedagogical task design involving GAI that ensures alignment between educational goals, learning actions, and learning outcomes within CPE. The methodological framework of the study is based on systemic and activity-based approaches, principles of andragogy, and UNESCO framework documents on AI competences for teachers and learners. The empirical basis includes data from pre- and post-course surveys of foreign language teachers, as well as a content analysis of instructional tasks developed by participants during an author-designed professional development program implemented in a hybrid format. The analysis revealed persistent methodological contradictions in the integration of GAI and substantiated the need for a structural model of pedagogical design. As a result, the CROPS model (Concept of the goal, Resource, Operation, Proof, Scenario) is proposed as a reproducible structure for designing learning tasks with the involvement of generative AI. The findings demonstrate that the application of the model reduces methodological fragmentation, restores the pedagogical logic of learning activities, and preserves the teacher’s subject role in an AI-enriched educational environment. The theoretical significance of the study lies in clarifying the role of structural pedagogical design models under conditions of digital transformation in CPE. The practical significance is determined by the applicability of the CROPS model in professional development and professionally oriented training programs, including hybrid and online formats.