A case study of teachers’ generative artificial intelligence integration processes and factors influencing them

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-07-30 DOI:10.1016/j.tate.2025.105157

Zicong Song, Jingjing Qin, Fangzhou Jin, Wai Ming Cheung, Chin-Hsi Lin

引用次数: 0

Abstract

How schoolteachers integrate generative artificial intelligence (GenAI) into their teaching remains underexplored. This case study of 22 teachers from Guangdong delineates four GenAI user types, i.e., cautious adapters, efficiency enhancers, technology enthusiasts, and pedagogical innovators; groups teachers’ GenAI integration into five levels, from low to high; and examines how transformation of GenAI integration is influenced by individual, technological, and environmental factors. These findings extend the Substitution, Augmentation, Modification, and Redefinition (SAMR) model into PSAMR – the “P” stands for “Prohibition” – emphasizing GenAI’s dynamic, controversial nature. They also indicate that, during integration, educators should focus more on human factors than on tools’ functionalities.

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教师生成式人工智能集成过程及影响因素的个案研究

学校教师如何将生成式人工智能（GenAI）整合到教学中仍未得到充分探索。通过对广东22名教师的案例研究，勾勒出GenAI的四种用户类型，即谨慎的适应者、效率提升者、技术爱好者和教学创新者；将教师的GenAI整合分为五个层次，由低到高；并研究了基因整合的转化如何受到个人、技术和环境因素的影响。这些发现将替代、增强、修改和重新定义（SAMR）模型扩展到PSAMR（“P”代表“禁止”），强调了GenAI的动态性和争议性。他们还指出，在整合过程中，教育者应该更多地关注人的因素，而不是工具的功能。

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

Teaching and Teacher Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.50

自引率

12.80%

发文量

294

审稿时长

86 days

期刊介绍： Teaching and Teacher Education is an international journal concerned primarily with teachers, teaching, and/or teacher education situated in an international perspective and context. The journal focuses on early childhood through high school (secondary education), teacher preparation, along with higher education concerning teacher professional development and/or teacher education. Teaching and Teacher Education is a multidisciplinary journal committed to no single approach, discipline, methodology, or paradigm. The journal welcomes varied approaches (qualitative, quantitative, and mixed methods) to empirical research; also publishing high quality systematic reviews and meta-analyses. Manuscripts should enhance, build upon, and/or extend the boundaries of theory, research, and/or practice in teaching and teacher education. Teaching and Teacher Education does not publish unsolicited Book Reviews.