Conceptualizing pre-service teachers' readiness for AI integration into teaching practices: An intelligent-TPACK approach

Abstract

• Revealed progression of AI pedagogical competencies linked to academic seniority among pre-service teachers in Latin America. • Found negligible gender and age differences in AI literacy, underscoring equitable digital competence distribution. • Provided a psychometrically robust, culturally adapted tool for measuring AI-enhanced TPACK, fostering AI-ready teacher training. Pre-service teachers can play a crucial role in integrating AI-based tools into the new educational landscape. However, there is a need to validate specialized instruments, apply current conceptualizations such as intelligent-TPACK, and address ethical issues, as pre-service teachers are often overlooked in the development of tools for AI integration. To address these gaps, we adapted a previously existing instrument designed for in-service teachers to measure pre-service teachers’ integration of AI within their training context. We conducted a quantitative cross-sectional survey with a total of 366 pre-service teachers to evaluate the adapted intelligent-TPACK instrument and examine participants' demographic characteristics related to the framework dimensions. Data analysis included a Confirmatory Factor Analysis to assess the factor model of the adapted instrument, followed by correlations to compare participant variables such as gender, type of university, and stage in the training program with the Intelligent-TPACK model factors. To investigate the differences among groups, the nonparametric ANCOVA test (Quade test) was utilized, enabling the control of covariates like age and academic progress level to ensure comparability across the dimensions of the Intelligent-TPACK model. Findings reveal a high fit of the Intelligent-TPACK model for pre-service teachers (CFI=.997; TLI=.997). The data also shows statistically significant effects related to academic progress level and type of institution, while factors -gender, geographic location, and type of major- did not demonstrate noteworthy differences. These results highlight key areas for future curriculum development and support for pre-service teachers in integrating AI education.

Ähnliche Arbeiten