Through tensions to identity-based motivations: Exploring teacher professional identity in Artificial Intelligence-enhanced teacher training

IF 4 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Teaching and Teacher Education Pub Date : 2024-08-22 DOI:10.1016/j.tate.2024.104736
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Abstract

This mixed-methods case study explores teacher professional identity (TPI) tensions and motivations for Artificial Intelligence (AI) integration in teaching within a Chinese university-level AI-enhanced teacher training programme. Surveys were completed by 216 attendees, followed by in-depth qualitative analysis of 15 selected teachers. The study reveals TPI groupness-individuality, humanity-technology, and continuity-openness tensions. Three conceptual models are introduced: Human Intelligence and AI as Navigator, Collaborator, and Inventor. It underscores the critical role of tailored AI-enhanced teacher training in harmonising educators’ diverse identities and motivations with technological advancements, signalling a strategic approach for effective AI integration in global teacher education.

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从紧张关系到基于身份的动机:探索人工智能强化教师培训中的教师职业认同
这项混合方法案例研究探讨了教师职业认同(TPI)的紧张关系,以及在中国大学人工智能强化教师培训项目中将人工智能(AI)融入教学的动机。216 名参加者填写了调查问卷,随后对 15 名选定的教师进行了深入的定性分析。研究揭示了 TPI 群体性与个体性、人性与技术、连续性与开放性之间的紧张关系。介绍了三个概念模型:作为导航者、合作者和发明者的人类智能和人工智能。它强调了量身定制的人工智能强化教师培训在协调教育工作者的不同身份和动机与技术进步方面的关键作用,标志着在全球教师教育中有效整合人工智能的战略方法。
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来源期刊
Teaching and Teacher Education
Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.50
自引率
12.80%
发文量
294
审稿时长
86 days
期刊介绍: Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.
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