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Journal of Teacher Education最新文献

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Teacher Education in the Age of Generative Artificial Intelligence: Introducing the Special Issue 生成式人工智能时代的教师教育：特刊导论
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-04-24 DOI: 10.1177/00224871251324713
Punya Mishra, Jon Margerum-Leys, Guy Trainin, Valerie Hill-Jackson, Laurie Bobley, Peña L. Bedesem, John A. Williams, Cheryl J. Craig
{"title":"Teacher Education in the Age of Generative Artificial Intelligence: Introducing the Special Issue","authors":"Punya Mishra, Jon Margerum-Leys, Guy Trainin, Valerie Hill-Jackson, Laurie Bobley, Peña L. Bedesem, John A. Williams, Cheryl J. Craig","doi":"10.1177/00224871251324713","DOIUrl":"https://doi.org/10.1177/00224871251324713","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"6 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143867019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
“Let’s Ask the Robot!”: Epistemic Stance Between Teacher Candidates Toward AI in Mathematics Lesson Planning “我们去问机器人吧！”：候选教师对人工智能在数学教案中的认知立场
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-03-30 DOI: 10.1177/00224871251325079
Eunhye Flavin, Sunghwan Hwang, Melita Morales
{"title":"“Let’s Ask the Robot!”: Epistemic Stance Between Teacher Candidates Toward AI in Mathematics Lesson Planning","authors":"Eunhye Flavin, Sunghwan Hwang, Melita Morales","doi":"10.1177/00224871251325079","DOIUrl":"https://doi.org/10.1177/00224871251325079","url":null,"abstract":"Generative artificial intelligence (AI)-powered conversation agents such as ChatGPT are increasingly being used in teacher education. Although ChatGPT can provide ample resources for lesson planning, little attention has been paid to how teacher candidates construct prompts and evaluate AI-generated outputs in real time to develop lesson plans. Taking up Bisconti et al.’s conceptualization of generative AI as a social agent in a sociotechnical system, this article investigates how knowledge construction is dynamic and negotiated through interaction when using ChatGPT to develop lesson plans. We applied conversation analysis through Heritage’s gradient model of epistemic stance––which captures moment-to-moment expressions of social relationships––to analyze how teacher candidates position their knowledge in relation to that acquired from ChatGPT, as managed through their prompts and questions. Our findings aim to offer insights to help teacher educators develop scaffolds for teacher candidates to critically curate content from AI-powered agents and identify areas needing further instructional support.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"28 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736536","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
How Can (A)I Research This? An Autoethnographic Exploration of Generative AI in Research, Teaching and Instructional Design (A)我如何研究这个？生成式人工智能在研究、教学和教学设计中的自我民族学探索
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-03-30 DOI: 10.1177/00224871251325065
Stefanie Panke
{"title":"How Can (A)I Research This? An Autoethnographic Exploration of Generative AI in Research, Teaching and Instructional Design","authors":"Stefanie Panke","doi":"10.1177/00224871251325065","DOIUrl":"https://doi.org/10.1177/00224871251325065","url":null,"abstract":"The autoethnographic study investigates the transformative impact of generative AI on educational research, instructional design, and teaching practices over a 5-month period (May–October 2024). By integrating AI tools into every phase of the research process, the study examines AI’s role as both a research partner and a subject of inquiry. Field notes, queries, and AI-generated outputs were systematically collected, creating a corpus for analysis. Grounded in activity theory, this research offers a reflective narrative on the evolving work routines of instructional designers and educators, emphasizing the orchestration of technology rather than prescriptive best practices. The study contributes to educational technology research by documenting the use of AI at a specific point in time, providing a foundation for future inquiry into the practical implications of AI in education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"50 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143736531","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Uncovering the Hidden Curriculum in Generative AI: A Reflective Technology Audit for Teacher Educators 发现生成人工智能中的隐性课程：教师教育工作者的反思性技术审计
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-03-24 DOI: 10.1177/00224871251325073
Melissa Warr, Marie K. Heath
{"title":"Uncovering the Hidden Curriculum in Generative AI: A Reflective Technology Audit for Teacher Educators","authors":"Melissa Warr, Marie K. Heath","doi":"10.1177/00224871251325073","DOIUrl":"https://doi.org/10.1177/00224871251325073","url":null,"abstract":"In this article, we explore the concept of a “hidden curriculum” within generative AI, specifically Large Language Models (LLMs), and its intersection with the hidden curriculum in education. We highlight how AI, trained on biased human data, can perpetuate societal inequities and discriminatory practices despite appearing objective. We present a technology audit that examines how LLMs score and provide feedback on student writing samples paired with student descriptions. Findings reveal that LLMs exhibit implicit biases, such as assigning lower scores when students are said to attend an “inner-city school” or prefer rap music. In addition, the feedback text given to passages said to be written by Black and Hispanic students displayed higher levels of clout or authority, mirroring and legitimizing power dynamics of schooling. We conclude by discussing implications of these findings for teacher education, policy, and research, emphasizing the need to address AI’s hidden curriculum to avoid perpetuating educational inequality.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"8 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143677616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Designing GenAI Tools for Personalized Learning Implementation: Theoretical Analysis and Prototype of a Multi-Agent System 设计用于个性化学习的GenAI工具：多智能体系统的理论分析与原型
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-03-19 DOI: 10.1177/00224871251325109
Ling Zhang, Zijun Yao, Arya Hadizadeh Moghaddam
{"title":"Designing GenAI Tools for Personalized Learning Implementation: Theoretical Analysis and Prototype of a Multi-Agent System","authors":"Ling Zhang, Zijun Yao, Arya Hadizadeh Moghaddam","doi":"10.1177/00224871251325109","DOIUrl":"https://doi.org/10.1177/00224871251325109","url":null,"abstract":"Educator preparation, personalized learning (PL) implementation, and applications of Generative AI converge as three interrelated systems that, when carefully designed, can help achieve the long-sought goal of providing inclusive education for all learners. However, realizing this potential comes with challenges resulting from theoretical complexities and technological constraints. This article provides a theoretical analysis of the complex interconnectedness among these systems guided by the Cultural-Historical Activity Theory (CHAT). Building on the analysis, we introduce CoPL, a multi-agent system consisting of multiple agents with distinct functions that facilitate the complex PL design and engage pre-service teachers (PSTs) in dynamic conversations while prompting them to reflect on the inclusivity of agent-generated instructional suggestions. We describe the affordances and limitations of the system as a professional learning tool for PSTs to develop competencies for designing inclusive PL to meet diverse learning needs of all learners. Finally, we discuss future research on refining CoPL and its practical applications.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"34 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143661355","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education 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
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-03-18 DOI: 10.1177/00224871251325058
Danah Henriksen, Edwin Creely, Natalie Gruber, Sean Leahy
{"title":"Social-Emotional Learning and Generative AI: A Critical Literature Review and Framework for Teacher Education","authors":"Danah Henriksen, Edwin Creely, Natalie Gruber, Sean Leahy","doi":"10.1177/00224871251325058","DOIUrl":"https://doi.org/10.1177/00224871251325058","url":null,"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.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"25 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery 教师教育中的人工智能素养：通过批判性的共同发现赋予教育工作者权力
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-03-18 DOI: 10.1177/00224871251325083
Melis Dilek, Evrim Baran, Ezequiel Aleman
{"title":"AI Literacy in Teacher Education: Empowering Educators Through Critical Co-Discovery","authors":"Melis Dilek, Evrim Baran, Ezequiel Aleman","doi":"10.1177/00224871251325083","DOIUrl":"https://doi.org/10.1177/00224871251325083","url":null,"abstract":"Teacher education increasingly requires educators to engage with generative AI technologies, yet critical and reflective engagement opportunities remain scarce. While AI is often framed as a tool for automation, its broader pedagogical and ethical implications receive less attention. To address this gap, we implemented a critical co-discovery approach within an online AI in Education (AIEd) course to enhance educators’ AI literacy. This illustrative case study examines which AI literacy components can be developed through critical co-discovery and how this approach fosters educators’ reflective, critical, and participatory engagement with AI. Findings revealed that through co-discovery activities, educators co-constructed an understanding of AI concepts, ethical considerations, and context-specific applications. The study highlights the need for prolonged engagement with AI literacy by integrating it into teacher education program to ensure educators can critically navigate and assert their agency in AI’s complex role in education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"70 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653936","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Moving From the Periphery to Practitioner: Investigating the Development of a Community of Practice Within a Year-Long Clinical Experience 从外围移动到从业者：在一年的临床经验调查实践社区的发展
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-02-28 DOI: 10.1177/00224871251321898
Michael S. Putman, Drew Polly, Miranda S. Fitzgerald
{"title":"Moving From the Periphery to Practitioner: Investigating the Development of a Community of Practice Within a Year-Long Clinical Experience","authors":"Michael S. Putman, Drew Polly, Miranda S. Fitzgerald","doi":"10.1177/00224871251321898","DOIUrl":"https://doi.org/10.1177/00224871251321898","url":null,"abstract":"This research reports on a 3-year project involving the implementation of an intentionally designed year-long clinical experience delivered within a school–university partnership. Research questions focused on the extent the organizational facets of the experience contributed to the development of a community of practice (CoP) and how candidates’ perceptions of their preparation were associated with components of the CoP. Findings demonstrated the importance of candidates building foundational relationships with school personnel and peers and the impact of supported, authentic practice. Implications are discussed as related considerations to deepen partnerships and provide clinical experiences with structured opportunities for relationship building and examinations of practice.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"36 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143528304","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Dead Spaces in Teaching and Teacher Education: What Are They? How Can They Be Overcome? 教学和教师教育中的死亡空间：它们是什么？如何克服它们？
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-02-18 DOI: 10.1177/00224871251314921
Cheryl J. Craig, John A. Williams, Valerie Hill-Jackson
{"title":"Dead Spaces in Teaching and Teacher Education: What Are They? How Can They Be Overcome?","authors":"Cheryl J. Craig, John A. Williams, Valerie Hill-Jackson","doi":"10.1177/00224871251314921","DOIUrl":"https://doi.org/10.1177/00224871251314921","url":null,"abstract":"","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"36 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143443388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Preservice Teachers’ Conceptualizations of Equity and Equality: Tensions Between Technical and Humanizing Approaches 职前教师公平与平等的概念：技术化与人性化的张力
IF 3.9 1区 教育学
Journal of Teacher Education Pub Date : 2025-01-30 DOI: 10.1177/00224871251314883
Michelle Kwok, Eleanor Su-Keene, Ambyr Rios
{"title":"Preservice Teachers’ Conceptualizations of Equity and Equality: Tensions Between Technical and Humanizing Approaches","authors":"Michelle Kwok, Eleanor Su-Keene, Ambyr Rios","doi":"10.1177/00224871251314883","DOIUrl":"https://doi.org/10.1177/00224871251314883","url":null,"abstract":"Traditionally, preservice teachers (PSTs) have been introduced and socialized to a cartoon of three children attempting to watch a baseball game as the prevailing definition of equity. Yet, in our sociopolitical context where Black, Brown, and LGBTQ+ children are continuously marginalized, we critique whether this simple construction of equity is sufficient. Rather, we build upon these understandings by outlining tenets of critical humanism and exploring the degree to which PSTs fluctuate between technical and humanist conceptualizations in their definitions of equal and equitable instruction. In this large-scale qualitative study using data collected between 2022 and 2024, we analyzed 1,528 PST responses about their conceptualizations of equity and equality. We found that PSTs harbor various conceptualizations of equity that are robust around resource-based teaching attributes such as materials, instruction, and accommodations. However, PSTs presented paradoxical understandings of equity related to treatment and opportunities, revealing tensions between technical and humanizing approaches to education.","PeriodicalId":17162,"journal":{"name":"Journal of Teacher Education","volume":"27 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2025-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143071511","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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