随着生成式人工智能(GenAI)的发展与普及，外语教育正迎来前所未有的挑战与机遇。外语教师如何应用生成式人工智能实现专业发展，已然成为亟待探讨的重要课题。本研究采用质性取向，通过多元数据系统探究三位中学英语教师在课例研究中如何整合运用生成式人工智能开展外语教学，以促进自身专业发展。研究发现，三位教师实现了从“技术焦虑”到“融合创新”、从“即兴使用”到“循证改进”、从“外部驱动”到“集体效能”的专业发展之路。本研究强调 GenAI时代外语教师的发展本质上是动态演进的，涵盖了认知重构、决策优化以及反思深化等多个方面，并为外语教师发展提供了重要启示。

With the development and widespread application of generative artificial intelligence (GenAI), foreign language education is facing unprecedented challenges and opportunities. How teachers of English as a foreign language (EFL) can utilize GenAI in professional development has become an important research topic that urgently needs exploration. Drawing on multiple sources of data, this qualitative study systematically explores how three middle-school English teachers, in a lesson study project, integrate and utilize GenAI in their EFL teaching and professional development. The findings identify three routes of professional development for the teachers: 1) from “technostress” to “integration and innovation”; 2) from “improvisation” to “evidence-based improvement”; and 3) from “externally driven” to “collective efficacy”. The study highlights that the EFL teachers’ professional development in the GenAI era  is essentially a dynamic evolution process, covering multiple aspects such as cognitive reconstruction, decision optimization, and deepened reflection. It also offers important implications for EFL teacher development.