Generative AI (genAI) is being used in education for different purposes. From the teachers' perspective, genAI can support activities such as learning design. However, there is a need to study the impact of genAI on the teachers' agency. While GenAI can support certain processes of idea generation and co-creation, GenAI has the potential to negatively affect professional agency due to teachers' limited power to (i) act, (ii) affect matters, and (iii) make decisions or choices, as well as the possibility to (iv) take a stance. Agency is identified in the learning sciences studies as being one of the factors in teachers' ability to trust AI. This paper aims to introduce a dual perspective. First, educational technology, as opposed to other computer-mediated communication (CMC) tools, has two distinctly different user groups and different user needs, in the form of learners and teachers, to cater for. Second, the design of educational technology often prioritises learner agency and engagement, thereby limiting the opportunities for teachers to influence the technology and take action. This study aims to analyse the way GenAI is influencing teachers' agency. After identifying the current limits of GenAI, a solution based on the combination of human intelligence and artificial intelligence through a hybrid intelligence approach is proposed. This combination opens up the discussion of a collaboration between teacher and genAI being able to open up new practices in learning design in which they HI support the extension of the teachers' activity.

翻译：生成式人工智能（genAI）在教育领域正被用于多种目的。从教师视角来看，genAI能够支持学习设计等活动。然而，有必要研究genAI对教师能动性的影响。尽管genAI能够支持创意生成与协同创造的某些过程，但由于教师在（i）行动、（ii）影响事务、（iii）作出决策或选择方面的能力受限，以及（iv）采取立场的可能性受限，genAI可能对教师的专业能动性产生负面影响。学习科学研究将能动性确定为教师信任人工智能的影响因素之一。本文旨在引入双重视角：首先，与其他计算机中介传播工具不同，教育技术需要满足学习者与教师这两个截然不同的用户群体及其差异化需求；其次，教育技术的设计往往优先考虑学习者能动性与参与度，从而限制了教师影响技术并采取行动的机会。本研究旨在分析genAI影响教师能动性的方式。在识别当前genAI局限性的基础上，本文提出通过混合智能方法融合人类智能与人工智能的解决方案。这种人机协同机制开启了教师与genAI协作的讨论，这种协作有望开拓学习设计的新实践模式，通过混合智能支持教师活动范围的拓展。