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：近年来人工智能与机器学习（AI/ML）系统的激增凸显了全民培养有效能力以审视和交互AI/ML系统的必要性。本研究通过为期一年的参与式设计，探究五位经验丰富的高中计算机科学教师在共同开发AI审计课程（一种系统性查询AI/ML系统的方法）后，对AI/ML系统认知的转变。基于个体与群体访谈数据，我们发现教师的认知呈现三重转向：更趋情境化——将理解根植于日常语境；更具批判性——体现对技术危害日益增强的警觉；更显能动性——强调行动的可能性。此外，在以上三个维度中，教师始终通过教育者角色构建算法正义的认知框架，并将其关切置于学校社群语境中。讨论部分将深入分析教师认知的转变路径、AI审计教学对认知重塑的作用，以及这些发现对师生AI素养发展的启示。