Academic Journal
Preparing Preservice Teachers for AI-Supported Classrooms: Perceptions and Competencies, and Psychometric Characteristics of the Survey Instrument.
| Τίτλος: | Preparing Preservice Teachers for AI-Supported Classrooms: Perceptions and Competencies, and Psychometric Characteristics of the Survey Instrument. |
|---|---|
| Συγγραφείς: | Unal, Aslihan, Hobe, John |
| Πηγή: | Education Sciences; Aug2026, Vol. 16 Issue 8, p1252, 21p |
| Θεματικοί όροι: | Teacher education, Artificial intelligence, Student teachers, Computer assisted instruction, Artificial intelligence & ethics, Professional competence |
| Περίληψη: | Preparing future educators for technology-enhanced learning environments has become increasingly important as artificial intelligence (AI) continues to influence teaching and learning. Guided by the Intelligent Technological Pedagogical Content Knowledge (i-TPACK) framework, this mixed-methods study examined preservice teachers' perceptions of AI and the competencies they considered necessary for effective AI integration. Participants included 108 preservice teachers enrolled in a teacher preparation program at a public university in the southeastern United States. Data were collected using a survey containing Likert-scale and open-ended questions. Quantitative data were analyzed using descriptive statistics, exploratory factor analysis, and independent-samples t-tests, while qualitative responses were analyzed using thematic coding. The exploratory factor analysis identified a four-factor empirical structure that partially corresponded with the original theoretical domains, with varying levels of internal consistency. Preservice teachers generally viewed AI favorably and recognized its potential to support teaching and learning. Participants with internship experience reported significantly higher scores for perceived changes brought by AI and reasons for using AI than those without internship experience. Qualitative findings identified five competencies considered important for responsible AI integration: AI literacy, prompt engineering, critical evaluation, ethical AI use, and pedagogical balance. Participants also expressed concerns about academic dishonesty, misinformation, overreliance on AI, reduced critical thinking, and loss of human interaction. The findings highlight the importance of preparing preservice teachers to integrate AI in pedagogically meaningful and ethically responsible ways. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Βάση Δεδομένων: | Complementary Index |
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| Items | – Name: Title Label: Title Group: Ti Data: Preparing Preservice Teachers for AI-Supported Classrooms: Perceptions and Competencies, and Psychometric Characteristics of the Survey Instrument. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Unal%2C+Aslihan%22">Unal, Aslihan</searchLink><br /><searchLink fieldCode="AR" term="%22Hobe%2C+John%22">Hobe, John</searchLink> – Name: TitleSource Label: Source Group: Src Data: Education Sciences; Aug2026, Vol. 16 Issue 8, p1252, 21p – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence%22">Artificial intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Student+teachers%22">Student teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+assisted+instruction%22">Computer assisted instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Artificial+intelligence+%26+ethics%22">Artificial intelligence & ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Preparing future educators for technology-enhanced learning environments has become increasingly important as artificial intelligence (AI) continues to influence teaching and learning. Guided by the Intelligent Technological Pedagogical Content Knowledge (i-TPACK) framework, this mixed-methods study examined preservice teachers' perceptions of AI and the competencies they considered necessary for effective AI integration. Participants included 108 preservice teachers enrolled in a teacher preparation program at a public university in the southeastern United States. Data were collected using a survey containing Likert-scale and open-ended questions. Quantitative data were analyzed using descriptive statistics, exploratory factor analysis, and independent-samples t-tests, while qualitative responses were analyzed using thematic coding. The exploratory factor analysis identified a four-factor empirical structure that partially corresponded with the original theoretical domains, with varying levels of internal consistency. Preservice teachers generally viewed AI favorably and recognized its potential to support teaching and learning. Participants with internship experience reported significantly higher scores for perceived changes brought by AI and reasons for using AI than those without internship experience. Qualitative findings identified five competencies considered important for responsible AI integration: AI literacy, prompt engineering, critical evaluation, ethical AI use, and pedagogical balance. Participants also expressed concerns about academic dishonesty, misinformation, overreliance on AI, reduced critical thinking, and loss of human interaction. The findings highlight the importance of preparing preservice teachers to integrate AI in pedagogically meaningful and ethically responsible ways. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci16081252 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1252 Subjects: – SubjectFull: Teacher education Type: general – SubjectFull: Artificial intelligence Type: general – SubjectFull: Student teachers Type: general – SubjectFull: Computer assisted instruction Type: general – SubjectFull: Artificial intelligence & ethics Type: general – SubjectFull: Professional competence Type: general Titles: – TitleFull: Preparing Preservice Teachers for AI-Supported Classrooms: Perceptions and Competencies, and Psychometric Characteristics of the Survey Instrument. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Unal, Aslihan – PersonEntity: Name: NameFull: Hobe, John IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 08 Text: Aug2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 16 – Type: issue Value: 8 Titles: – TitleFull: Education Sciences Type: main |
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