The artificial intelligence revolution has been providing the teaching and learning community with a wealth of resources that, depending on how they are used, can be either helpful or harmful. However, these tools cannot replace the nuanced, spontaneous anecdotes or the unique ability we teachers bring to the profession to truly bring it to life (Fruzsina & Szoke, 2024). In fact, our experiences and skills outside work contribute to what makes us distinctive. We should constantly remind ourselves that, as teachers, we are our own teaching material, something that extends far beyond reliance on published materials (Matope, 2001 . . .
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