Dissertation/Thesis
Teacher Professional Development: A Workshop Proposal for High School–University Collaboration Using Technology and AI
| Τίτλος: | Teacher Professional Development: A Workshop Proposal for High School–University Collaboration Using Technology and AI |
|---|---|
| Συγγραφείς: | Guillermina Ávila García, Liliana Suárez Téllez, Mario Humberto Ramírez Díaz, Francisco Antonio Horta Rangel |
| Πηγή: | Education Sciences ; Volume 16 ; Issue 1 ; Pages: 153 |
| Στοιχεία εκδότη: | Multidisciplinary Digital Publishing Institute |
| Έτος έκδοσης: | 2026 |
| Συλλογή: | MDPI Open Access Publishing |
| Θεματικοί όροι: | teacher professional development, educational technology, artificial intelligence, teacher competencies, interdisciplinary collaboration, scientific modeling |
| Περιγραφή: | This study explores the integration of technology and artificial intelligence (AI) as catalysts for professional teacher development within the context of Mexico’s educational challenges. Adopting a qualitative and exploratory approach, a four-phase workshop was conducted with 40 high school and university-level teachers from the National Polytechnic Institute (IPN). The methodology included scientific modeling activities using traditional methods, software (Tracker, ver. 6.2.0), and AI tools (ChatGPT-3.5), while analyzing participants’ perceptions and experiences. The findings reveal a clear disconnect between teachers’ theoretical competencies and their practical skills, with persistent gaps in scientific literacy at both educational levels. However, this study documents that the workshop functioned as a genuine professional learning community, where inter-academic collaboration and peer-learning proved to be an effective strategy for addressing these deficiencies. Technology, specifically the Tracker software, served as a catalyst for conceptual understanding. Despite AI’s potential for research, its limitations in the precision of responses reinforced this study’s central conclusion: technology does not replace the teacher’s work but transforms the teacher’s role into a critical mediator, responsible for guiding students to develop analytical and critical thinking in a complex digital environment. |
| Τύπος εγγράφου: | Thesis |
| Περιγραφή αρχείου: | application/pdf |
| Γλώσσα: | English |
| Relation: | https://dx.doi.org/10.3390/educsci16010153 |
| DOI: | 10.3390/educsci16010153 |
| Διαθεσιμότητα: | https://doi.org/10.3390/educsci16010153 |
| Rights: | https://creativecommons.org/licenses/by/4.0/ |
| Αριθμός Καταχώρησης: | edsbas.A06E9B9D |
| Βάση Δεδομένων: | BASE |
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