It is concluded that initial teacher education must shift the focus from the tool to the pedagogical problem, preparing teachers as learning sequence designers who create, adapt, and critically evaluate AI-powered resources.
The results indicate that students already use tools such as ChatGPT in their academic and teaching practices, mainly to plan lessons, design activities, and organize ideas, whereas the main concerns relate to intellectual complacency, standardization of productions, and weakened authorship.
Acesso Livre, Diego Scherer da Silva, Adriana Justin et al.· 0 citations
The paper takes the argument that AI has significant potential in teacher education, especially English Language Teaching (ELT) but teachers’ preparedness, classroom practices, and institutional support may all be factors that hinder or facilitate the adoption of AI. What the study did was it used TPACK and TELL frameworks to analyze how teacher education might incorporate AI. The study’s context was AI in teacher education. One hundred English language teacher educators out of five universities were the participants of the purposive sampling method. All of them were familiar with or interested in AI, supported teaching. The data were collected via a structured questionnaire on the interviewees readiness, pedagogical influence, and adoption barriers. Data were also gathered through open-ended questions in order to gain additional qualitative data. The study showed that the teachers who were able to incorporate AI in their teaching were very satisfied due to the feedback that the students got from the AI, as well as the increase in enthusiasm among the students. Most importantly, AI was still just another teaching tool used alongside others, not the one effecting a complete transformation in the teaching, learning process. Lack of enough institutional support, lack of infrastructures, poor teacher training, and ethical issues in terms of problems such as privacy, data, and algorithmic bias, were some of the issues identified as barriers to AI adoption.
M. Grab· Journal of language research· 0 citations
This study explores how pre-service English teachers experience and perceive the use of Gen AI in language education contexts, and underscores the potential of Gen AI as a supportive tool in teacher education while reinforcing the necessity of human oversight and reflective practice.
Ramazan Yetkin, Zekiye Özer-Altınkaya· Kuramsal Eğitimbilim· 0 citations
Qualitative evidence from the Moroccan EFL context reveals that participants generally perceive AI as a complementary pedagogical tool that enhances lesson planning, instructional material development, learner autonomy, creativity, and teaching efficiency rather than replacing teachers.
Jaouhara ELmzandi· International Journal of Lin...· 0 citations
This mixed-methods study examines English as a Foreign Language (EFL) teachers’ perceptions of AI tools, focusing on usage practices, perceived opportunities, challenges, and professional development needs, and highlights a dual identity in teacher discourse.
Memidin Braha, Rezarta Ramadani· Open Research Europe· 0 citations
By isolating the crucial components of fairness, accountability, and agency which underpin the factors most predictive of teacher readiness, this study lays a framework for leaders and policy makers searching to translate teacher doubt into enthusiastic and responsible carrying out of AI tools.
Laurence Ajaka, Mireille Saba Redford, Randa Saliba Chidiac et al.· Journal of Intelligent Decis...· 0 citations
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