Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education

IF 3.1 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Danah Henriksen, Edwin Creely, Natalie Gruber, Sean Leahy
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引用次数: 0

Abstract

This article provides a critical thematic literature review that explores the intersection of generative artificial intelligence (GenAI) and social-emotional learning (SEL), analyzing its implications for teacher education. GenAI offers promising applications for enhancing SEL competencies such as self-awareness, empathy, and social skills through tools like real-time emotional feedback and personalized learning experiences. However, the integration of GenAI into SEL also presents significant challenges, including risks of depersonalization, algorithmic bias, and privacy concerns. This paper introduces a conceptual framework designed to prepare both pre-service and in-service teachers to navigate these complexities, emphasizing ethical considerations, human oversight, and cultural sensitivity. The framework highlights strategies to operationalize cultural sensitivity within AI systems, recognizing the limitations of current technologies in accounting for diverse social and emotional norms. By addressing both opportunities and risks, we aim to provide a balanced analysis of GenAI’s potential in SEL as well as guidance for teacher education programs.
社会情感学习与生成式人工智能:教师教育的批判性文献综述与框架
本文提供了一篇批判性的专题文献综述,探讨了生成式人工智能(GenAI)和社会情感学习(SEL)的交叉,分析了其对教师教育的影响。GenAI通过实时情绪反馈和个性化学习体验等工具,为增强SEL能力(如自我意识、同理心和社交技能)提供了有前景的应用。然而,将GenAI集成到SEL中也面临着重大挑战,包括去个性化、算法偏见和隐私问题的风险。本文介绍了一个概念框架,旨在帮助职前和在职教师应对这些复杂性,强调道德考虑、人类监督和文化敏感性。该框架强调了在人工智能系统中实现文化敏感性的战略,认识到当前技术在考虑各种社会和情感规范方面的局限性。通过解决机遇和风险,我们的目标是对GenAI在SEL方面的潜力进行平衡分析,并为教师教育计划提供指导。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teacher Education
Journal of Teacher Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.90
自引率
7.70%
发文量
0
期刊介绍: The mission of the Journal of Teacher Education, the flagship journal of AACTE, is to serve as a research forum for a diverse group of scholars who are invested in the preparation and continued support of teachers and who can have a significant voice in discussions and decision-making around issues of teacher education. One of the fundamental goals of the journal is the use of evidence from rigorous investigation to identify and address the increasingly complex issues confronting teacher education at the national and global levels. These issues include but are not limited to preparing teachers to effectively address the needs of marginalized youth, their families and communities; program design and impact; selection, recruitment and retention of teachers from underrepresented groups; local and national policy; accountability; and routes to certification. JTE does not publish book reviews, program evaluations or articles solely describing programs, program components, courses or personal experiences. In addition, JTE does not accept manuscripts that are solely about the development or validation of an instrument unless the use of that instrument yields data providing new insights into issues of relevance to teacher education (MSU, February 2016).
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