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：近期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交互与审视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系统理解的转变。基于个体与群体访谈分析，我们发现教师的认知呈现出三方面演进：更趋情境化——将理解根植于日常场景；更具批判性——反映出对技术危害日益增强的认知；更显能动性——强调行动的可能性。此外，在这三个认知维度中，教师始终通过教育者角色构建算法正义的框架，将关切点置于学校社群语境中。讨论部分深入剖析教师认知的转变路径、AI审计教学对认知重塑的影响，以及这些发现对师生人工智能素养发展的启示。