Professional development focused on AI implementation in K-12 education needs more structure and continuous support to effectively help teachers integrate AI into their teaching practices.
Objective: The study aimed to examine teachers' professional development in AI integration through the TPACK framework, investigating how teachers acquire AI knowledge and skills, and identifying essential components for effective AI-focused professional development.
Methods:
- Qualitative phenomenological study
- Data collected from 12 K-12 teachers through:
- Semi-structured interviews
- Professional development materials analysis
- Teacher-created AI artifacts
- Data analyzed using social constructivism framework and TPACK model
Key Findings:
- Teachers acquire AI knowledge primarily through district-led PD, conferences, social media, and specialized courses
- Professional development sessions focus mainly on AI tools rather than pedagogical and content integration
- There is a gap between PD content and teachers' actual implementation
- Teachers need ongoing support and resources for effective AI integration
- The study introduced the AIPACK framework to categorize AI-related knowledge
Implications:
- Contributes to understanding how to structure AI professional development
- Provides framework for integrating AI into teaching practices
- Offers insights for school policy development regarding AI implementation
Limitations:
- Small sample size (12 teachers)
- Qualitative nature limits generalizability
- Interviews not conducted immediately after PD sessions
- Potential selection bias in sampling
Future Directions:
- Research on AI tools within specific content areas
- Case studies analyzing successes and failures in AI integration
- Quantitative studies examining correlations between AI tool usage and educational outcomes
Title and Authors: "A PHENOMENOLOGICAL STUDY OF TEACHERS' PERCEPTION OF PROFESSIONAL DEVELOPMENT SESSIONS FOCUSED ON ARTIFICIAL INTELLIGENCE: UTILIZING THE TPACK FRAMEWORK TO ADDRESS THE PROFESSIONAL DEVELOPMENT NEEDS OF TEACHERS" by Xuanyi Chen
Published On: December 2024
Published By: Pepperdine University Graduate School of Education and Psychology