The rapid development of generative artificial intelligence (GenAI) is profoundly reshaping the educational ecosystem, posing triple challenges to traditional teaching in terms of tool use, teacher-student relationships, and knowledge instruction. Drawing on the TPACK theoretical framework, this study examines the “teacher–technology”, “teacher–student”, and “teacher–knowledge” relationships, and proposes the normative role positioning of teachers in the GenAI era: acting as value guides in technological collaboration by critically evaluating GenAI outputs to guard against algorithmic bias and ethical risks; serving as emotional supporters in student development by maintaining the humanistic warmth of education through embodied interaction; and functioning as professional gatekeepers in knowledge instruction by balancing foundational knowledge with higher-order abilities. To facilitate the systematic transformation of teacher roles, the study constructs a multi-dimensional collaborative pathway encompassing policy, school, and teacher levels: at the policy level, refining action guidelines and improving institutional safeguards; at the school level, building intelligent training platforms and fostering collaborative cultures; and at the teacher level, strengthening agency to achieve a dialectical unity of technological empowerment and educational essence. This study provides theoretical insights and practical implications for the systematic reconstruction of teacher roles in the age of artificial intelligence.

Li Jianmin, Ma Mingyu. Positioning Teacher Roles in the Era of Generative Artificial Intelligence: A TPACK-Based Perspective. International Journal of New Developments in Education (2025), Vol. 7, Issue 8: 1-7. https://doi.org/10.25236/IJNDE.2025.070801.

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