A TEACHER TRAINING MODEL FOR THE AGE OF AI: INTEGRATING CRITICAL USE AND RELATIONAL COMPETENCES

The widespread adoption of AI in educational contexts is generating resistance among teaching staff, also linked to fears of professional replacement. This reflection interprets this phenomenon as an expression of different conceptions of teaching: transmissive and relational. The contribution proposes an innovative theoretical teacher training model grounded in the integration of critical AI use and the development of non-substitutable competences: the embodied dimension of the educational relationship, non-verbal communication, a bio-psycho-social perspective, an ecosystemic reading, professional collaboration and reflective practice. Here, AI supports observation, instructional design, and communication practices, while interpretive, ethical and relational functions remain the responsibility of the teacher. The model promotes a form of digital affective literacy in which AI acts as an amplifier of the educational relationship, without assuming its constitutive functions.