13.00.00 - Pedagogika fanlari
ARTIFICIAL INTELLIGENCE COMPETENCY IN TEACHER EDUCATION: A PEDAGOGICAL MODEL FOR PREPARING FUTURE TEACHERS
- Jild 10 Nomeri 31 (2026): Social Science and Innovation — 2026-yil oktabr soni
- 2026-11-01
- Ochiq kirish
Kalit so‘zlar:
teacher education; AI literacy; pedagogical competence; pre-service teachers; technological pedagogical content knowledge; professional ethicsAnnotatsiya
Teacher preparation programs increasingly face a mismatch between widespread access to artificial intelligence and novice teachers' ability to judge its pedagogical value. This conceptual article synthesizes teacher-knowledge theory, AI literacy research, and UNESCO's teacher competency guidance to propose an integrated model for pre-service teacher education. The Teacher AI Pedagogical Readiness (TAPR) model combines foundational AI literacy, subject-specific design, critical evaluation, ethical and inclusive practice, and reflective professional judgment. A staged teacher education pathway is proposed, progressing from analyzing AI limitations to designing, simulating, and critically reflecting on lessons. Assessment is based on defensible pedagogical decisions rather than prompt fluency alone. The article provides a sample analytic rubric and researchable propositions for program evaluation. It does not claim that the model has been experimentally validated. Its contribution is a curriculum-oriented account of how to prepare teachers to use AI as a bounded professional resource while safeguarding student learning, privacy, and teacher autonomy.
Adabiyotlar
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