profesorado

Leído con una perspectiva histórica, el artículo de Nuñez Paris sobre los aportes de la Teoría del Currículo a la enseñanza de lenguas extranjeras puede considerarse una invitación a los profesores de español/LE a conocer este marco teórico, con el objeto de aplicarlo en su tarea de gestores de la enseñanza que imparten con el propósito de guiar y facilitar el proceso de aprendizaje de la lengua nueva a sus alumnos.

From a historical perspective, the Nuñez Paris's article about the contributions of the Theory of the Curriculum to the teaching of foreign languages can be considered a invitation to Spanish teachers/LE to be informed about this theoretical framework, with the aim of...

Teachers’ generative AI self-efficacy, valuing, and integration at work: Examining job resources and demands

Rebecca J. Collie, Andrew J. Martin, Dragan Gašević (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Generative AI (genAI) tools have involved rapid and broad uptake since their wide release in late 2022, including among teachers. We investigated several factors that play a role in teachers’ motivation and engagement to harness genAI in teaching and learning. We examined contextual factors (in-school support to apply genAI, time pressure, disruptive student behavior) as predictors of motivation (genAI self-efficacy and genAI valuing) and, in turn, engagement (i.e., genAI integration in teaching-related work and student learning activities) over the course of one school term. Among 368 Australian primary and secondary school teachers, our findings revealed that genAI support was associated...

Teachers’ motivation and engagement to harness generative AI for teaching and learning: The role of contextual, occupational, and background factors

Rebecca J. Collie, Andrew J. Martin (2024)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Since their release in late 2022, generative AI (genAI) tools have led to widespread use, including among teachers. The aim of our study is to examine several factors that may be implicated in teachers' motivation and engagement to harness genAI in teaching and learning. We examined contextual (i.e., autonomy-supportive leadership, autonomy-thwarting leadership), occupational experience (i.e., professional growth striving, change-related stress), and background factors (i.e., gender, age, teaching experience, contract length, class size, school level) as predictors of motivation (i.e., genAI valuing) and, in turn, engagement (i.e., integration in teaching-related work and student learning...

Teachers as reflective regulators of cognition: Understanding cognitive offloading in AI-augmented practice

Chun Sing Maxwell Ho, Junjun Chen (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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...

An investigation of barriers to Hong Kong K-12 schools incorporating Artificial Intelligence in education

Tianchong Wang, Eric Chi Keung Cheng (2021)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial Intelligence in Education (AIED) has been the focus of significant attention in recent years because of its growing social importance and pedagogical value. In Hong Kong, an increasing number of K-12 schools are planning or piloting their grassroots AIED incorporation practices. However, progress is reportedly slow due to a number of barriers. Unfortunately, because of their limited scope, disputed interpretations and contextual irrelevance, current research literature seems to be of limited referencing value in aiding schools to address the issues and overcome the barriers. This paper highlights the necessity of embracing AIED as wide-ranging given the current understanding of...

Pedagogy first, technology second: Cross-level relationships between teacher professional knowledge and student learning in artificial intelligence (AI) education

Weipeng Shen, Ching Sing Chai, Thomas K.F. Chiu (2026)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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...

Factors affecting acceptance of ChatGPT-4o by English language instructors: The extended TAM approach

Eylem Kılıç, H. Eray Çelik (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

Artificial intelligence-based educational technologies, especially ChatGPT-4o, have the potential to revolutionize education, and the adoption of these technologies is closely related to perceptual and emotional status of the users. The present study investigated the factors affecting the adoption of ChatGPT-4o by English language instructors in Turkey using Extended Technology Acceptance Model. Stratified sampling was used to select 30 universities in the “Social Sciences and Humanities-Language and Literature” category, with quality scores between 20 and 60. A total of 480 English Language Instructors employed at the Schools of Foreign Languages at these universities participated in the...

“I just think it is the way of the future”: Teachers' use of ChatGPT to develop motivationally-supportive math lessons

Teomara Rutherford, Andrew Rodrigues, Santiago Duque-Baird (2025)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

ChatGPT has quickly infiltrated the educational landscape and teachers are engaging with this tool to support their teaching activities, including lesson development. In this study, eight elementary school teachers are guided in the development of motivationally-supportive mathematics lessons using ChatGPT as a tool to support student positive mathematics emotions, motivation, and engagement as theorized within Control Value Theory (CVT). Results reveal that teachers found ChatGPT useful for this purpose and that the lessons implemented demonstrated some success in fostering motivationally-supportive math activities. Compared to non-ChatGPT lessons, in lessons developed with ChatGPT, the...

Pre-service teachers' perceptions and intentions regarding the use of chatbots through statistical and lag sequential analysis

Tzu-Chi Yang, Jian-Hua Chen (2023)

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Tipo: artículo

Metodología: estudio empírico

Temas: inteligencia artificial

Resumen:

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Chatbots provide unique interactions with compatible learning system features, improving the limitations of current learning systems. Educational chatbots are seen as the future of technology integration in the field of education. The success and usefulness of chatbots in the educational setting are highly dependent on teachers' beliefs regarding their efficacy, yet most research focuses on the effects on students' learning. Only a few studies have investigated teachers’ beliefs regarding the use of chatbots, which is considered an important issue. Owning to teachers' beliefs having been transformed from their pre-service teacher training, this study used quantitative (i.e.,...

La creación y la adaptación de material didáctico para las clases virtuales de ELE en el contexto de la COVID-19

Lorena Emilse Cioccolanti (2021)

Doblele. Revista de lengua y literatura

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Tipo: artículo

Metodología: estudio empírico

Temas: creación de materiales

Resumen:

Este artículo presenta los resultados de un estudio sobre la creación y la adaptación de material didáctico para la clase virtual de ELE en el contexto de la COVID-19. Por un lado, se exponen los resultados obtenidos al pilotar un corpus lingüístico de material didáctico digital. Por el otro, los datos recabados de una investigación de corte cuantitativo, cuyo instrumento de recolección consistió en un cuestionario en línea, dirigido a profesores del sector. De acuerdo con los resultados, la adaptación del material didáctico fue percibida como un asunto problemático, siendo la falta de tiempo la principal limitación.