培养语言学生教师拥抱GenAI的变革机构：形成性干预

IF 3.9 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-03-12 DOI:10.1016/j.tate.2025.104980

Hongzhi Yang, Lina Markauskaite

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引用次数: 0

摘要

本研究旨在探讨在参与GenAI时，形成性干预对澳大利亚学生教师能动性的影响。学生教师使用GenAI进行结构化的小组任务来准备教材，包括输出评估、及时修订和反思性讨论。通过分析他们的GenAI互动和讨论，可以看出他们在评估GenAI产出和形成个人学习目标时，变革能动性的发展。结果表明，这种形成性干预为整合GenAI技能与其他类型的专业知识提供了一个框架，强调了设计专注于GenAI在真实专业任务中使用的协作学习任务的重要性。

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Fostering language student teachers’ transformative agency for embracing GenAI: A formative intervention

This study aimed to explore the impact of a formative intervention on Australian student teachers’ agency when engaging with GenAI. Student teachers undertook structured group tasks using GenAI to prepare teaching materials, including output evaluation, prompt revision, and reflective discussion. Analysis of their GenAI interactions and discussions demonstrates the development of transformative agency as they evaluated GenAI outputs and formed personal learning goals. The results suggest that this formative intervention offers a framework for integrating GenAI skills with other types of professional knowledge, highlighting the importance of designing collaborative learning tasks that focus on GenAI use for authentic professional tasks.

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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.