Abstract

This study addresses the critical need for Professional Development (PD) interventions to overcome teachers’ insufficient familiarity with AI and enhance their readiness for integration. Research emphasizes that effective PD must cultivate transformative agency—the capacity to initiate pedagogical change and integrate GenAI skills with various types of general and context-specific professional knowledge. Formative interventions involving collaborative tasks, such as output evaluation and prompt revision, offer a crucial framework for this learning. The The expected findings show that through targeted support, teachers move from initial fears of replacement to actively redefining their roles as evaluators, collaborators, and experts who use GenAI to augment teaching, personalize learning, and save time on tasks like lesson planning and content creation. Ultimately, empowering language teachers requires developing their AI readiness (including cognition, ability, vision, and ethics), ensuring that the pedagogical integration of GenAI is responsible, critical, and strategically supported by institutional resources and policy.