Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Generative artificial intelligence (GenAI) presents transformative opportunities for education, yet its integration into music teacher preparation remains underdeveloped. Two critical gaps exist: (1) scant empirical studies on how pre-service music teachers can leverage GenAI to develop their expertise; and (2) the potential of designing with AI to develop technological pedagogical content knowledge (TPACK) in music education is unexplored, despite evidence of the effectiveness of learning by design in other disciplines. This study implemented a six-week designing with AI intervention grounded in TPACK framework, engaging 59 pre-service music teachers in collaborative GenAI-assisted lesson...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial Intelligence (AI) is impacting the way we teach and learn. However, there are still substantial barriers to the integration of AI in educational settings, as teachers often lack the necessary competences to understand and use AI for pedagogical purposes. Therefore, in the early stages of teacher preparation, it is essential to assess the readiness of pre-service teachers for this transition in different initial teacher education (ITE) contexts. This study aims to investigate the readiness of pre-service teachers in Portugal and Spain to integrate AI into future teaching practices. To this end, a study was conducted with 203 pre-service teachers from both countries that compared...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial Intelligence in Education (AIEd) is reshaping not only the educational landscape but also potentially influencing the motivations of aspiring teachers. This paper explores whether considerations related to AIEd play a role in student teachers' decision to become teachers. For this aim, the study introduces a new AI subscale within the (D)FIT-Choice scale's Social Utility Value (SUV) factor and validates its effectiveness with a sample of 183 student teachers. Descriptive statistics reveal high mean scores for traditional motivators like Intrinsic Value Teaching, while AI-related factors, although considered, exhibit lower influence. A noticeable disconnection exists between...

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Metodología: estudio empírico

Temas: formación de profesores

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Los Centros de Educación Permanente para personas adultas (CEPER) han experimentado un incremento de migrantes sin conocimiento de español, creando nuevas necesidades didácticas y metodológicas. En este artículo se analizan los datos obtenidos a partir de un cuestionario dirigido a los docentes de educación permanente de Huelva y su provincia, con la finalidad de detectar las necesidades metodológicas específicas. El estudio cualitativo de los contextos observados evidencia deficiencias, debido al déficit de formación inicial del profesorado y de materiales adaptados a las características particulares del alumnado. Asimismo, se observa una falta de atención específica en cuanto a aspectos...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Research on smart education has predominantly focused on macro-level concepts and frameworks, such as core principles and system architectures, while offering limited guidance for discipline-specific integration and practical implementation. This study addresses two critical gaps: (1) how an M.Ed. course can be enhanced through intelligent educational technologies, and (2) whether a smart classroom teaching mode can effectively improve M.Ed. students’ instructional design competence, particularly in terms of precision and professionalism.Adopting a pedagogically oriented approach rather than an algorithmic one, this study proposes a three-dimensional framework encompassing learning...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The release of ChatGPT in November 2022 has sparked discussions about integrating Generative Artificial Intelligence (GenAI) into teacher education. Teacher educators, as key facilitators of pre-service teacher learning, play a critical role in shaping the successful adoption of GenAI. Their perceptions guide curriculum redesign, define promoted practices, and shape how pre-service teachers experience educational uses of GenAI tools, potentially multiplying its impact across future classrooms.This mixed-methods study explored Danish teacher educators’ perceptions of GenAI (n = 91), focusing on its transformative potential and the knowledge pre-service teachers need to acquire. Innovative...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Although the importance of K–12 artificial intelligence (AI) education grows, the lack of teacher readiness hinders the integration of AI in schools. To address this issue, this study aimed to explore South Korean elementary school teachers' experiences teaching AI curricula and examine their competencies. A survey and interviews were conducted with 67 elementary school teachers who have been working in AI-leading schools in South Korea. The results indicated that teachers were least confident in content knowledge, followed by technological knowledge and pedagogical knowledge relevant to AI. Additionally, interviews with 13 teachers revealed five themes regarding AI education: (1)...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Artificial intelligence (AI) has provided numerous learning benefits due to and beyond its personalization capabilities. AI significantly alters the interaction dynamics among students, teachers, and technology, necessitating the collaborative integration of AI in education instead of mere mechanical use. This study investigates pre-service teachers' perceptions and capabilities within the framework of social cognitive theory, focusing on their attitudes, intentions, self-efficacy, and AI literacy for effective AI integration. We discuss how these perceptions and capabilities help pre-service teachers prepare for the changing identities of being a teacher in AI-integrated education....

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Temas: inteligencia artificial

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In this factor-informed exploratory CFA/SEM study, AI-literacy-related domains were treated as theoretically informed and empirically tested predictors of AI-TPACK readiness rather than as fully validated independent latent variables. Artificial intelligence (AI) is increasingly entering mathematics education, making it important to understand how preservice teachers become ready to integrate AI-supported tools pedagogically. This study examined AI-TPACK readiness among 130 preservice mathematics teachers at a South African public university. Exploratory factor analysis using polychoric correlations indicated that the AI-TPACK readiness items were essentially unidimensional; one weak design...

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Metodología: estudio empírico

Temas: inteligencia artificial

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Argumentative writing is an important skill for (future) teachers, and this skill can be promoted with feedback. For such feedback to be effective, certain social and non-cognitive aspects must be considered. Building on this, our study investigated the influence of different feedback providers and language styles on learners’ motivation, emotions, self-efficacy, and perceptions about the provider and the feedback. A total of N = 98 German student teachers participated in the 3 (feedback provider: artificial intelligence (AI) vs educator vs peer) × 2 (feedback language: personalised vs neutral) experimental between-subjects design. Results showed that student teachers ascribed an AI,...

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