Besties with bots: GenAI as a lesson plan evaluator for preservice teachers
Journal of Digital Learning in Teacher Education,
Год журнала:
2025,
Номер
unknown, С. 1 - 15
Опубликована: Март 7, 2025
Язык: Английский
Primary school teachers’ perceptions towards the use of generative AI in teaching using lesson study
International Journal for Lesson and Learning Studies,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 18, 2025
Purpose
The
research,
carried
out
with
three
lesson
study
teams
in
two
primary
schools
Malta,
focuses
on
teachers’
changing
perceptions
of
using
Generative
Artificial
Intelligence
(GenAI)
teaching
study.
seeks
to
discern
how
interpretation
and
judgement
towards
the
use
AI
may
lead
them
its
future
integration
teaching.
Design/methodology/approach
This
paper
presents
a
multiple-case
case
for
an
in-depth
analysis
employment
formal
educational
settings.
Data,
from
email
interviews
teachers
lessons
detailed
reports
each
group,
are
analysed
Technology
Acceptance
Model
(TAM)
as
theoretical
lens.
Findings
Teachers’
GenAI
positively
enhanced
their
attitudes
AI.
It
boosted
agency
instigating
intentionally
see
learn
more
about
improve
students’
learning
experiences.
Originality/value
Using
TAM
examine
study,
this
research
offers
insights
into
emerging
technologies.
also
provides
implications
design
professional
development
programmes
through
teacher
support.
Язык: Английский
AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery
Journal of Teacher Education,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 18, 2025
Teacher
education
increasingly
requires
educators
to
engage
with
generative
AI
technologies,
yet
critical
and
reflective
engagement
opportunities
remain
scarce.
While
is
often
framed
as
a
tool
for
automation,
its
broader
pedagogical
ethical
implications
receive
less
attention.
To
address
this
gap,
we
implemented
co-discovery
approach
within
an
online
in
Education
(AIEd)
course
enhance
educators’
literacy.
This
illustrative
case
study
examines
which
literacy
components
can
be
developed
through
how
fosters
reflective,
critical,
participatory
AI.
Findings
revealed
that
activities,
co-constructed
understanding
of
concepts,
considerations,
context-specific
applications.
The
highlights
the
need
prolonged
by
integrating
it
into
teacher
program
ensure
critically
navigate
assert
their
agency
AI’s
complex
role
education.
Язык: Английский
Analysis of influencing factors on teachers' AI literacy under the SOR framework: An empirical study based on PLS-SEM and fsQCA
Education and Information Technologies,
Год журнала:
2025,
Номер
unknown
Опубликована: Март 31, 2025
Язык: Английский
Embracing generative AI in education: an experiential study on preservice teachers’ acceptance and attitudes
Educational Studies,
Год журнала:
2025,
Номер
unknown, С. 1 - 20
Опубликована: Апрель 10, 2025
Язык: Английский
Integrating generative AI into STEM education: enhancing conceptual understanding, addressing misconceptions, and assessing student acceptance
Disciplinary and Interdisciplinary Science Education Research,
Год журнала:
2025,
Номер
7(1)
Опубликована: Март 31, 2025
Abstract
Advancements
in
artificial
intelligence
(AI),
particularly
generative
AI
models
such
as
ChatGPT,
offer
transformative
opportunities
to
enhance
educational
practices
STEM
disciplines.
Thermodynamics,
a
fundamental
subject
engineering
education,
presents
significant
challenges
due
its
abstract
nature
and
common
misconceptions.
This
study
investigates
the
effectiveness
of
integrating
ChatGPT
supplemental
pedagogical
tool,
guided
by
constructivist
inquiry-based
approach
using
Constructivist
Inquiry-Based
Learning
Prompting
(CILP)
framework,
conceptual
understanding
address
misconceptions
an
introductory
thermodynamics
course
for
first-year
Moroccan
students.
A
quasi-experimental
design
was
used,
with
120
students
equally
divided
into
control
experimental
groups.
The
group
received
traditional
instruction,
whereas
ChatGPT-assisted
instruction.
Conceptual
measured
pre-
post-tests,
while
student
perceptions
acceptance
were
collected
via
weekly
surveys.
Results
showed
that
significantly
outperformed
group,
exhibiting
greater
improvements
reduction
qualitative
misconceptions,
related
entropy
internal
energy.
However,
some
quantitative
persisted,
underscoring
ChatGPT’s
limitations
advanced
reasoning
tasks,
problem-solving,
numerical
calculations.
Students
reported
high
satisfaction
usability
instructional
support.
Moreover,
targeted
use
rather
than
frequent
reliance,
correlated
optimal
learning
outcomes.
These
findings
underscore
potential
education
within
inquiry-based,
environments
provide
evidence
effective
integration
tools
improve
outcomes,
resource-constrained
settings.
Язык: Английский
Drivers of Chatbot Adoption among K–12 Teachers in Saudi Arabia
Education Sciences,
Год журнала:
2024,
Номер
14(9), С. 1034 - 1034
Опубликована: Сен. 22, 2024
The
aim
of
the
current
study
was
to
identify
factors
influencing
teachers’
acceptance
using
chatbots
in
education.
To
achieve
this,
we
employed
descriptive
method,
applying
conceptual
framework
unified
theory
and
use
technology
(UTAUT2)
a
sample
406
teachers
from
Eastern
Province
Saudi
Arabia.
By
structural
equation
modelling
(SEM),
research
results
revealed
that
most
influential
chatbot
among
were
artificial
intelligence
literacy,
followed
by
hedonic
motivation,
then
social
influence.
Meanwhile,
performance
expectancy,
effort
facilitating
conditions
not
significant
indicators
In
light
these
findings,
recommend
following
actions:
focusing
on
literacy
for
teachers,
holding
specialised
workshops
applications
education,
enhancing
motivation
chatbots,
forming
professional
communities
exchange
experiences
knowledge.
Язык: Английский
Enhancing AI Literacy: A Collaborative Self-Study of Elementary Teacher Educators
Studying Teacher Education,
Год журнала:
2024,
Номер
unknown, С. 1 - 21
Опубликована: Дек. 19, 2024
This
self-study
highlights
the
collaborative
journey
of
two
elementary
teacher
educators
from
a
rural
institution
as
they
navigated
integration
Generative
AI
(GenAI)
into
teaching
and
research.
To
grow
their
literacy,
engaged
in
reflective
practices,
discussions,
hands-on
implementation
GenAI
technologies.
Through
this
process,
documented
experiences
with
AI-driven
chatbots,
offering
insights
learnings
concerns.
Their
reflections
underscored
importance
understanding
GenAI's
role
education,
challenges
integrating
tools
effectively,
potential
learning.
The
concluded
that
while
can
augment
human
capabilities,
it
cannot
replace
expertise
due
to
its
limitations.
By
capturing
journey,
study
contributed
growing
discourse
on
literacy
among
educators,
emphasizing
need
for
upskilling
ongoing
professional
development
face
rapidly
evolving
Язык: Английский
ChatGPT-Produced Content as a Resource in the Language Education Classroom: A Guiding Hand
Computers in the Schools,
Год журнала:
2024,
Номер
unknown, С. 1 - 25
Опубликована: Дек. 22, 2024
While
there
is
much
in
teacher
education
which
examines
the
perceptions
of
preservice
to
recent
introduction
ChatGPT.
This
study
teachers'
appraisals
ChatGPT-produced
text.
Using
a
quasi-experimental
within-subject
design
with
30
participants,
Chi-Square
tests
examined
under
three
conditions.
Results
indicated
that
appraisal
text
was
higher
when
prepared
by
instructor
among
students
who
demonstrated
an
understanding
pedagogical
content
versus
those
did
not.
Appraisals
were
also
sensitive
where
placed
assignment,
favoring
use
ChatGPT
at
beginning
assignment
middle.
A
discussion
implications
for
using
included.
Язык: Английский