揭示教师身份发展：以农村中学计算机科学课人工智能课程实施为例

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-04-16 DOI:10.1016/j.tate.2025.105032

Keunjae Kim, Kyungbin Kwon

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引用次数: 0

摘要

本研究探讨农村中学人工智能课程实施过程中计算机科学教师的专业认同是如何发展的。通过有限的人工智能培训来解决教师面临的挑战，它侧重于参与、自我分类和信心的身份维度。数据来源包括课堂视频观察和教师访谈，使用内容分析和潜在狄利克雷分配（LDA）进行分析。研究发现，建模、协作和自我反思策略提高了教师的参与度和信心，支持了作为独立人工智能教育者的积极自我分类。研究结果强调了在与人工智能相结合的K-12 STEM + C教育中，有针对性的支持对促进教师身份发展和准备的重要性。

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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Unveiling teacher identity development: A case study of AI curriculum implementation in a rural middle school computer science class

This study investigates how a CS teacher's professional identity develops during the implementation of an AI curriculum in a rural middle school. Addressing teachers' challenges with limited AI training, it focuses on identity dimensions of participation, self-categorization, and confidence. Data sources include classroom video observations and teacher interviews, analyzed using content analysis and Latent Dirichlet Allocation (LDA). The study finds that modeling, collaboration, and self-reflection strategies increase teacher participation and confidence, supporting positive self-categorization as an independent AI educator. The findings highlight the importance of targeted support to foster teacher identity development and preparedness in AI-integrated K-12 STEM + C education.

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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.