Supplement for the paper titled: "AI and the Double Movement in Teachers’ Work: Evidence from Exploratory Interviews"

Generative AI is rapidly entering educational practice, yet little attention has been given to what it is doing to teachers’ work. In this article, I present an exploratory analysis based on seven semi structured interviews with educators across primary, secondary, and university settings. I argue that AI produces a double movement in teaching. On one hand, it reduces friction in planning, differentiation, and explanation. On the other, it destabilises assessment and weakens confidence that submitted work represents student learning. Teachers respond by shifting toward in class production, process evidence, and oral explanation, which recentres professional judgement but also expands defensive teaching. The article highlights how AI reorganises teachers’ work, and suggests that debates about AI in education must pay greater attention to assessment, trust, and professional autonomy.