<![CDATA[The development of generative artificial intelligence in education has brought about significant transformations in learning practices, particularly through its emergence as a shadow teacher capable of providing explanations, feedback, and learning materials instantly. This situation has given rise to new problems related to the shift in teachers' pedagogical authority, both in epistemic, relational, and normative aspects in formal classrooms. This study aims to analyze the impact of the use of generative AI on teachers' pedagogical authority and identify the opportunities and challenges it poses in the contemporary educational context. This study uses a qualitative approach with a literature review method, which includes data collection through searching reputable journal articles, academic books, research reports, and education policy documents relevant to the topic of AI and pedagogy. Data analysis techniques used thematic and comparative analysis to identify patterns, trends, and differences in expert views. Data validity was maintained through evaluation of source credibility, reference recency, and argument consistency, while triangulation was carried out by comparing findings from various types of sources and disciplinary perspectives. The results of the study indicate that generative AI has the potential to shift teachers' pedagogical authority from the center of knowledge transmission to the role of facilitator, learning curator, and value builder, but not completely replace the role of the teacher. Pedagogical authority is actually undergoing a redefinition, demanding stronger pedagogical, ethical, and digital literacy competencies. This research implies the importance of developing teacher education and training policies that are adaptive to the integration of AI in a critical, humanistic manner, and oriented toward strengthening teachers' strategic role in the digital learning ecosystem.]]>
