Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Developing countries in the Global South exhibit diverse trends in the integration of digital technologies, such as Artificial Intelligence in teaching. Complex context-specific factors, including teacher preparedness, influence these trends. Using the Theory of Planned behavior as a theoretical framework, this study explores the behavioral intentions of pre-service science teachers in South Africa and Thailand towards integrating AI into their teaching to inform teacher training, support, and resource allocation policies. The main research question is: ''What are the behavioral intentions of pre-service science teachers in South Africa and Thailand towards integrating AI into their...

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Metodología: estudio empírico

Temas: inteligencia artificial

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As generative AI becomes more common in teacher education, programs need instructional models that help preservice teachers use AI purposefully, critically, and productively in authentic academic work. However, evidence on how structured AI-supported inquiry improves both AI literacy and performance remains limited. Grounded in Deweyan Inquiry and the Practical Inquiry model, this quasi-experimental study examined the effects of QUEST + AI, an AI-supported inquiry model built around five phases: Question, Understand, Engage, Solve, and Teach. Ninety-five preservice teachers in an educational research methods course participated in a 10-week study using two intact classes (experimental n =...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The integration of generative artificial intelligence (AI) in English language teaching presents opportunities and challenges for instructors. This study explores the attitudes of higher education English language instructors towards generative AI tools, their intentions to use them and the institutional support and professional development necessary to teach and learn with them. As the field continues to evolve rapidly, it is essential to comprehend the readiness of front-line language instructors. This qualitative interpretive study seeks to identify the digital competencies and pedagogical knowledge required to implement generative AI in education and provide guidance for the design of...

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Tipo: artículo

Metodología: estudio empírico

Temas: competencia intercultural

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Este artículo recoge parte de los resultados de un trabajo de fin de máster de enseñanza de ELE sobre la formación de la Competencia Intercultural Docente en los planes de formación inicial del profesorado de ELE de la Comunidad Autónoma de Madrid. Se ha realizado para ello un análisis de contenido de 54 guías docentes de los másteres oficiales de enseñanza ELE impartidos en la región. Los datos obtenidos reflejan carencias formativas en su diseño y falta de transversalidad en relación a la competencia analizada.

This article shows some of the results achieved by a Master's Thesis Degree on SFL Teaching regarding the Intercultural Teaching Competence on the SFL Teachers in Pre-...

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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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Tipo: artículo

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: 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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Tipo: artículo

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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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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