How can AI be integrated into teacher professional development programs? A systematic review based on an adapted technology-based learning model

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-09-27 DOI:10.1016/j.tate.2025.105219

Kexin Li, Pengjin Wang, Gaowei Chen

引用次数: 0

Abstract

Guided by an analytical framework adapted from the technology-based learning model, this study systematically reviews 16 studies on AI-integrated teacher professional development published through 2024. Findings mapped the landscape of teacher participants, AI technologies, and TPD environments. The analysis revealed common practices in program design: (1) teacher-AI engagement often took an AI-empowered, teacher-as-leader mode that prioritizes teacher agency; (2) strategies typically integrated AI tools to deliver data-driven and personalized support; and (3) evaluation practices more often targeted individual outcomes than organizational change. This review offers actionable recommendations for practitioners and suggests directions for advancing future research.

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如何将人工智能融入教师专业发展计划？基于适应性的基于技术的学习模型的系统回顾

在基于技术的学习模型的分析框架的指导下，本研究系统地回顾了截至2024年发表的16项关于人工智能整合教师专业发展的研究。调查结果描绘了教师参与者、人工智能技术和TPD环境的景观。分析揭示了程序设计中的常见做法：(1)教师与人工智能的互动通常采用人工智能授权的、教师作为领导者的模式，优先考虑教师的代理；(2)通常集成人工智能工具的策略，以提供数据驱动和个性化支持；(3)评估实践更多地针对个人结果，而不是组织变革。本综述为从业者提供了可行的建议，并为未来的研究提出了方向。

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.