Fostering Deep Learning in Teacher Development
Abstract
The rapidly growing use of generative AI and interactive simulations is changing teacher development, offering personalised learning experiences with real-time feedback and high levels of interactivity. In this chapter, we explore how new technologies can foster deep learning about pedagogical practices among preservice and practising teachers. Drawing on theories of situated learning and teacher identity, we examine how AI-supported coaching and interactive simulations can support teachers in developing nuanced and adaptive teaching practices. However, these new technological innovations also pose challenges, including ethical concerns related to privacy, autonomy, and the risk of dehumanising teacher development. We critically examine the balance between innovation and caution, investigating how AI and simulations can complement—rather than replace—human-centred learning experiences. We conclude by providing a framework for integrating AI and simulations in teacher development in a way that prioritises deep learning, equity, and human agency.
