Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigates how teachers perceive, manage, and reflect on the cognitive implications of integrating Generative Artificial Intelligence (GenAI) into their professional practice with a focus on the evolving interplay between human judgment and automation. Using a collective case-study design, we conducted interviews with 18 in-service teachers selected from mainland Chinese and Hong Kong educational settings. We employed the cognitive offloading framework to guide data collection and thematic coding, aiming to capture teachers’ reasoning within AI-supported teaching and administration. Results revealed three interrelated processes: recognising and evaluating the need of using...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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Teachers play a vital role in driving successful artificial intelligence (AI) education. Research on teachers' competency to teach AI (TCAI) is still limited. This study investigated the progression of in-service teachers' AI competency with the Technological Pedagogical Content Knowledge (TPACK) framework using Epistemic Network Analysis (ENA). Seven secondary school teachers who engaged in an AI education project were interviewed over a three-year period of curriculum development and implementation. The differences in ENA patterns in various stages indicated an evolution of teachers’ TPACK over the years. The ENA results also revealed different patterns between experienced and less...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The public release of ChatGPT in November 2022 ignited an intense debate about the effects generative AI (GAI) tools will have on language teaching. The advanced capability of GAI tools and their rapid uptake by students has brought both challenges and opportunities to language teachers. This qualitative study, using in-depth individual and group interviews with ten beginning teachers and seventeen first-year English language teachers, explored their readiness for using GAI tools in their professional work and their perceptions of GAI in language teaching. The study found that first-year teachers were generally ready for the use of GAI tools and could recognize its potential to support...

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Metodología: estudio empírico

Temas: inteligencia artificial

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This study investigates the factors influencing the adoption of Artificial Intelligence (AI) by secondary school teachers in Catalonia. Using a Partial Least Squares Structural Equation Modelling (PLS-SEM) methodology, a conceptual model was analyzed that includes AI perception, AI knowledge, General data use, Applied data use, and STEM training as predictors of AI adoption. The results reveal that AI knowledge (β = .482, p < .001) and General data use (β = .288, p = .001) are the most significant and positive predictors of AI adoption. In contrast, AI perception shows a weak but statistically significant negative relationship (β = -.105, p = .022), while applied data use and STEM...

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Tipo: artículo

Metodología: estudio empírico

Temas: formación de profesores

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Este estudio ha propuesto conocer la evaluación hecha por el profesorado de E/LE en el estado de Georgia, EE.UU., acerca de su preparación lingüística y pedagógica para la carrera docente. Como instrumento de investigación, se ha preparado un cuestionario para entrevistar a los profesores de español del sistema público escolar de ese estado. Los resultados han demostrado que los programas de formación del profesorado de E/LE no proveen una formación lingüística adecuada que asegure el nivel de fluencia deseado para los retos de la profesión docente. Se concluyó que es necesario proveer más posibilidades para el desarrollo lingüístico del futuro profesor, y se han sugerido algunas...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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For current K-12 AI education, understanding how teacher professional knowledge influences student learning is essential. This study employed social cognitive theory to conceptualize teachers' instructional practice and conducted a multilevel structural equation model analysis to examine the cross-level effects of teacher AI knowledge (TAIK) and pedagogical AI knowledge (TPAIK) on student AI knowledge (SAIK), perceptions of AI for social good (SAISG), and behavioral intention to learn AI (SBIAI). Data from 46 secondary school teachers and 2832 students revealed intricate mechanisms. TAIK alone was insufficient and could slightly diminish SAISG without TPAIK. Instead, TPAIK played a...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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This study explores the integration of generative AI into English as a Foreign Language (EFL) teaching preparation within Indonesian higher education, addressing the growing need to understand how emerging technologies can enhance pedagogical practices in a rapidly evolving educational landscape. By employing the Unified Theory of Acceptance and Use of Technology (UTAUT) and Activity Theory, the research provides a robust analytical framework to examine the factors influencing lecturers' adoption of generative AI. The study is particularly relevant as generative AI offers significant potential to improve teaching efficiency and content personalization, yet its adoption presents challenges...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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There are some dichotomies surrounding ChatGPT's application and impact on education as a central part of artificial intelligence (AI) integration. Problems concerning negative preconceptions and the limited usage of this form of AI have been reported, as some teachers perceive it as a competitor. This is due to insufficient readiness for its integration and a lack of understanding of how it can facilitate teaching innovation. Due to this, the researchers applied a bisymmetric approach, where necessity conditional analysis (NCA) as a symmetrical approach employs necessity logic to identify the must-have factors required for language teachers' passing accountability, while PLS-SEM as an...

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Metodología: estudio empírico

Temas: inteligencia artificial

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The growing integration of artificial intelligence (AI) in education has significantly influenced teachers' professional development. While AI offers substantial support for teaching practices and serves as a powerful instructional aid, it also places greater demands on teachers, prompting an urgent need for role transformation and skill enhancement. Therefore, the interplay among teachers' AI competency, technological pedagogical content knowledge (TPACK), and teaching performance has emerged as a critical area of research. This study employed a mixed-methods approach, combining questionnaire surveys with classroom observations, to assess the AI competency, TPACK levels, and teaching...

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

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In contrast to traditional teacher professional development (TPD), the importance of individualized professional learning and expert content delivery is increasingly focused on as a challenge to transform the TPD. This study investigated the effects of an andragogical design of TPD with an embedded personalized learning system on technological pedagogical and content knowledge (TPACK) of in-service teachers. One hundred sixty-one in-service science teachers from 92 secondary schools located Northeastern region of Thailand voluntarily participated in the proposed TPD program. Results indicated that the in-service teachers significantly improved their TPACK. These findings add to the limited...

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