آمار
| تعداد نشریات | 23 |
| تعداد شمارهها | 368 |
| تعداد مقالات | 2,890 |
| تعداد مشاهده مقاله | 2,566,171 |
| تعداد دریافت فایل اصل مقاله | 1,821,835 |
Exploring the Impact of an AI-oriented Teacher Education Program on EFL Teachers’ Professional Development | ||
| Technology Assisted Language Education | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 04 اسفند 1403 | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22126/tale.2025.11510.1082 | ||
| نویسنده | ||
| Mehdi Mehranirad* | ||
| English Department, University of Neyshabur | ||
| چکیده | ||
| The present study is set out to explore the impact of a 12-session, AI-focused in-service teacher education program designed to enhance EFL teachers’ professional development in integrating artificial intelligence (AI) tools into their teaching practices. Employing a qualitative research design, the study collected data through pre- and post-intervention questionnaires and semi-structured interviews with 18 teachers in a private language teaching institute. The findings reveal that the program significantly enhanced teachers’ instructional practices by enabling them to create tailored materials, optimize teaching efficiency, and foster critical reflection. Participants reported improved confidence and the ability to provide more personalized and constructive feedback to students, thus strengthening teacher-student interactions. The findings are discussed in light of the available literature with special focus on Vygotsky’s sociocultural theory, Schön’s reflective practitioner model, and Bandura’s self-efficacy theory. The findings of the study point to the transformative potential of AI tools in reshaping teaching practices and highlight avenues for future research in diverse educational settings. | ||
| کلیدواژهها | ||
| artificial intelligence؛ professional development؛ reflective teaching؛ EFL instruction؛ technology integration | ||
| مراجع | ||
|
Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman.
Creswell, J. W. (2015). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Pearson.
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. D.C. Heath.
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255–284. https://doi.org/10.1080/15391523.2010.10782551
Farrell, T. (2022). Reflection on reflective practice. In Z. Tajeddin & A. Watanabe (Eds.), Teacher reflection: Policies, practices and impacts (pp. 3-19). Multilingual Matters. https://doi.org/10.21832/9781788921022-005
Goldman, S. R., Taylor, J., Carreon, A., & Smith, S. J. (2024). Using AI to support special education teacher workload. Journal of Special Education Technology, 39(3), 434–447. https://doi.org/10.1177/01626434241257240
Hashem, R., Ali, N., El Zein, F., Fidalgo, P., & Khurma, O. A. (2024). AI to the rescue: Exploring the potential of ChatGPT as a teacher ally for workload relief and burnout prevention. Research & Practice in Technology Enhanced Learning, 19. https://doi.org/10.58459/rptel.2024.19023
Henderson, J., & Corry, M. (2021). Teacher anxiety and technology change: A review of the literature. Technology, Pedagogy and Education, 30(4), 573–587. https://doi.org/10.1080/1475939X.2021.1931426
Holmes, W. (2020). Artificial intelligence in education. In A. Tatnall (Ed.), Encyclopedia of education and information technologies (pp. 1–6). Springer. https://doi.org/10.1007/978-3-030-10576-1_107
Holmes, W., Bialik, M., & Fadel, C. (2019). Artificial intelligence in education: Promises and implications for teaching and learning. Center for Curriculum Redesign.
Howard, S. K., Tondeur, J., Ma, J., & Yang, J. (2021). What to teach? Strategies for developing digital competency in preservice teacher training. Computers & Education, 165, 104149. https://doi.org/10.1016/j.compedu.2021.104149
Hwang, G. J., Sung, H. Y., Chang, S. C., & Huang, X. C. (2020). A fuzzy expert system-based adaptive learning approach to improving students' learning performances by considering affective and cognitive factors. Computers and Education: Artificial Intelligence, 1, 100003. https://doi.org/10.1016/j.caeai.2020.100003
Ilomäki, L., Paavola, S., Lakkala, M., & Kantosalo, A. (2016). Digital competence: An emergent boundary concept for policy and educational research. Education and Information Technologies, 21(3), 655–679. https://doi.org/10.1007/s10639-014-9346-4
Koehler, M. J., Mishra, P., & Cain, W. (2013). What is technological pedagogical content knowledge (TPACK)? Journal of Education, 193(3), 13–19. https://doi.org/10.1177/002205741319300303
Liu, Y., & Chang, P. (2022). How does artificial intelligence empower EFL teaching and learning nowadays? A review on artificial intelligence in the EFL context. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1049401
Luckin, R., & Holmes, W. (2016). Intelligence unleashed: An argument for AI in education. Pearson.
Mehranirad, M. (2023). English teachers’ motivation for research engagement. Applied Linguistics Inquiry, 1(1), 67-73. https://doi.org/10.22077/ALI.2022.5574.1004
Mehranirad, M., & Behzadpoor, F. (2022). A survey of EFL teachers’ research engagement. Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, 10(1), 79-98. https://doi.org/10.22049/jalda.2022.27469.1365
Moorhouse, B. L., Wan, Y., Wu, C., Kohnke, L., Ho, T. Y., & Kwong, T. (2024). Developing language teachers' professional generative AI competence: An intervention study in an initial language teacher education course. System, 125, 103399. https://doi.org/10.1016/j.system.2024.103399
Muranga, K., Muse, I. S., Köroğlu, E. N., & Yildirim, Y. (2023). Artificial intelligence and underfunded education. London Journal of Social Sciences, 6(1), 56–68. https://doi.org/10.31039/ljss.2023.6.105
Pedro, F., Subosa, M., Rivas, A., & Valverde, P. (2019). Artificial intelligence in education: Challenges and opportunities for sustainable development. United Nations Educational, Scientific and Cultural Organization (UNESCO).
Richards, K. (2003). Qualitative inquiry in TESOL. Palgrave Macmillan. https://doi.org/10.1057/9780230505056
Sapkota, A. (2022, November). Reshaping teachers' professional identity through technology-based integrated pedagogy. In Proceedings of the International Conference on Computers in Education (pp. 553–559).
Schön, D. A. (2017). The reflective practitioner: How professionals think in action. Routledge. https://doi.org/10.4324/9781315237473
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Wang, T., & Cheng, E. C. K. (2021). An investigation of barriers to Hong Kong K-12 schools incorporating artificial intelligence in education. Computers and Education: Artificial Intelligence, 2, 100031. https://doi.org/10.1016/j.caeai.2021.100031
Yang, Y.-F., Tseng, C. C., & Lai, S.-C. (2024). Enhancing teachers’ self-efficacy beliefs in AI-based technology integration into English speaking teaching through a professional development program. Teaching and Teacher Education, 144, 104582. https://doi.org/10.1016/j.tate.2024.104582
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education: Where are the educators? International Journal of Educational Technology in Higher Education, 16(1), 1–27. https://doi.org/10.1186/s41239-019-0171-0 | ||
|
آمار تعداد مشاهده مقاله: 13 |
||