Supporting Data for "Preparing Secondary Technology Teachers to Teach AI Ethics of AI Literacy Education: A Case Study in China "

This dataset originates from a study investigating how teachers’ epistemic frames for teaching AI ethics develop within a professional learning community (PLC). The study is grounded in a view of pedagogical reasoning as situated in practice, where professional judgment is shaped by underlying epistemic frames. From this perspective, teachers’ approaches are organized by how they notice, interpret, and act upon ethical issues within specific instructional contexts. Ethical competence is thus understood as developing through engagement with complex dilemmas that require confronting tensions, justifying decisions, and reflecting on implications.The study was conducted through a Tabletop Role-Playing Game (TRPG)-based professional development (PD) program within a Chinese Expert Teacher Studio. Participants included eight secondary school information technology teachers. The program involved a phased structure:Phase 1 (Elicitation): An initial focus group interview to capture teachers’ baseline epistemic frames.Phase 2 (Experiential Learning): Teachers engaged as players in a TRPG featuring ethically complex AI dilemmas, followed by reflective discussions.Phase 3 (Collaborative Design): Teachers transitioned to co-designing TRPG-based learning experiences for their own classrooms.The Dataset includes recordings and transcripts of focused-group interviews, gameplay sessions, and design meetings, as well as teachers' reflective writings after gameplay, across three phases of the PD progam. Coded tables for ENA analysis are also included. Game design files are included.