The recent proliferation of artificial intelligence and machine learning (AI/ML) systems highlights the need for all people to develop effective competencies to interact with and examine AI/ML systems. We study shifts in five experienced high school CS teachers' understanding of AI/ML systems after one year of participatory design, where they co-developed lessons on AI auditing, a systematic method to query AI/ML systems. Drawing on individual and group interviews, we found that teachers' perspectives became more situated, grounding their understanding in everyday contexts; more critical, reflecting growing awareness of harms; and more agentic, highlighting possibilities for action. Further, across all three perspectives, teachers consistently framed algorithmic justice through their role as educators, situating their concerns within their school communities. In the discussion, we consider the ways teachers' perspectives shifted, how AI auditing can shape these shifts, and the implications of these findings on AI literacy for both teachers and students.

翻译：人工智能与机器学习（AI/ML）系统的广泛普及，凸显了培养人们有效交互与审视此类系统能力的重要性。本研究追踪五位资深高中计算机科学教师参与一年协作式设计后的认知转变历程——他们共同开发了AI审计课程（一种系统化查询AI/ML系统的方法）。通过个体与小组访谈分析发现，教师的视角呈现三重转变：情境化程度提升（将理解根植于日常场景）、批判性增强（深化对潜在危害的认知）、能动性彰显（突出行动可能性）。值得注意的是，在所有三种视角变化中，教师始终以教育者角色为框架理解算法正义，将关切聚焦于校园社群。讨论部分进一步剖析了教师认知转变的具体路径、AI审计如何驱动这种转变，以及该发现对师生AI素养教育的启示。