职前教师人工智能接受度概况分析：结合行为、技术和人为因素

IF 4 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Teaching and Teacher Education Pub Date : 2025-05-21 DOI:10.1016/j.tate.2025.105086

Chengming Zhang , Min Hu , Weidong Wu , Yanfen Chen , Farrukh Kamran , Xining Wang

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引用次数: 0

摘要

本研究旨在确定职前教师接受人工智能的不同概况。对中国453名职前教师样本进行了潜在特征分析和方差分析，以确定是否存在同质的潜在特征。我们的发现揭示了四种不同的类型：高度接受者（19.21%），谨慎的支持者（54.30%），怀疑论者（16.56%）和务实的采用者（9.93%）。此外，调查结果表明，所有群体都对人工智能相关的技术因素表示担忧。更具体地说，研究结果指出了人工智能兼容性和与数字素养相关的因素在塑造不同群体职前教师对人工智能的接受度方面的重要性。

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A profile analysis of pre-service teachers’ AI acceptance: Combining behavioral, technological, and human factors

This study aims to identify distinct profiles of AI acceptance among pre-service teachers. Latent profile analysis and ANOVAs were conducted to determine whether homogeneous latent profiles exist within a sample of 453 pre-service teachers in China. Our findings revealed four different profiles: High Acceptors (19.21 %), Cautious Supporters (54.30 %), Skeptics (16.56 %), and Pragmatic Adopters (9.93 %). Additionally, the findings indicate that all groups express concern about AI-related technological factors. More specifically, the results point out the importance of AI compatibility and factors related to digital literacy in shaping AI acceptance among pre-service teachers across different groups.

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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.