Abstract
Since its launch in November 2022, Chat-Generative Pre-trained Transformer, i.e., ChatGPT, as an advanced artificial intelligence-powered chatbot simulating human interaction and offering tailored feedback, has provoked mixed feelings in education. To promote its potential pedagogical relevance, its role from the perspectives of English language teachers needs to be explored further. Thus, the current study aims to investigate teachers’ behavior patterns, perceptions, and suggestions about the role of ChatGPT in developing teacher professionalism. Accordingly, a case study was carried out involving 11 graduate students pursuing a degree in English Language Teaching (ELT). While two participants had recently completed their pre-service teacher training and were not actively teaching at the time of the study, the remaining participants were in-service English language teachers employed in diverse educational contexts, including public schools and higher education institutions. A self-administered written survey with ten items was utilized to gather the qualitative data, which was analyzed through manual thematic content analysis. The participants’ self-reports illustrated varied instrumental genesis of ChatGPT that requires teachers to be active users rather than passive recipients. Still, they remained conscious of the numerous inherent challenges, limitations, and ethical concerns raised in existing research, in light of which the participants offered suggestions to mitigate those challenges. The study concludes by suggesting AI-empowered teacher professional development that emphasizes teacher agency rather than positioning teachers as mere recipients of ChatGPT outcomes.