This study aims to explore how teachers perceive and experience AI in the context of education, particularly with the introduction of AI digital textbooks, and to derive AI competencies from these experiences and perceptions. To achieve this, individual interviews were conducted with five elementary school teachers who possess high expertise in AI education. Through inductive analysis, the study identified the AI competencies and behavioral indicators of teachers. The results revealed a total of eight competencies and eighteen behavioral indicators, categorized into three domains: knowledge (understanding, evaluation, instructional design), skills (utilization, management), and attitudes (self-efficacy, professional development, leadership). Based on these findings, implications for promoting the development of teachers' AI competencies were discussed.

Keywords : AI Education, Teacher Competencies, Teacher Perception, Teacher Professionalism