Hizmet İçi İngilizce Öğretmenlerinin Eğitimde Yapay Zekaya Yönelik Tutumları

Abstract

Teknolojinin hızla ilerlemesi öğretmenlerin de bu değişime ayak uydurmasını gerektirmektedir. Yapay zeka (YZ), diğer birçok alanda olduğu gibi eğitimde de yerini sağlamlaştırmakta ve kullanımı giderek artmaktadır. Bu nedenle, öğretmenlerin YZ’ye yönelik tutumlarının incelenmesi, eğitimde etkili teknoloji entegrasyonu için büyük önem taşımaktadır. Bu çalışma, Türkiye'deki İngilizce öğretmenlerinin YZ’ye yönelik tutumlarını araştırmaktadır. Nitel betimsel araştırma deseni kullanılarak veriler iki şekilde toplanmıştır. Katılımcılardan YZ'yi tanımlamaları istenmiş ve yazılı yanıtları analiz edilmiştir. Ayrıca, öğretmenlerin YZ'ye ilişkin algılarını, tutumlarını ve deneyimlerini keşfetmek için dört odak grup tartışması yapılmıştır. Tematik analiz, öğretmenlerin YZ'ye ilişkin algıları, öğretmenlerin YZ'ye yönelik tutumları ve bu tutumları şekillendiren faktörler olmak üzere üç ana tema ortaya çıkardı. Katılımcıların çoğu YZ'yi insan benzeri zeka olarak tanımlamış ve eğitimde kişiselleştirilmiş öğrenme ve öğretim materyallerinin geliştirilmesi için potansiyelini kabul etmiştir. Bununla birlikte, bilgi ve yetkinlik eksikliği gibi içsel faktörler ve müfredat kısıtlamaları ve zaman eksikliği gibi dışsal engeller, YZ kullanımını sınırlayan ana faktörler olarak ortaya çıkmıştır. Özellikle sürecin başında olumsuz tutumlara sahip olan bazı öğretmenlerin bilgi eksikliklerini fark ettikçe tutumlarını değiştirdikleri gözlemlenmiştir. Bulgular, öğretmenlerin YZ’ye yönelik tutumlarının bilgi düzeyleriyle ilişkili olduğunu ortaya koymaktadır. Buna göre, öğretmenlerin YZ’yi etkili bir şekilde benimsemeleri ve dijital yeterliliklerini artırmaları için hizmet içi eğitim programlarının geliştirilmesi önerilmektedir.

Keywords

• eğitimde yapay zeka
• eğitim teknolojileri
• öğretmen tutumları

Supporting Institution

Gaziantep Üniversitesi

Ethical Statement

Etik onay Gaziantep Universites'inden alınmıştır.

In-Service English Teachers' Attitudes toward Artificial Intelligence in Education

Abstract

The rapid advancement of technology requires teachers to adapt to this change. Artificial intelligence (AI) is increasingly being used in education and is gaining influence. Therefore, examining teachers' attitudes toward AI is important for the effective integration of technology. This study investigates the attitudes of English teachers in Türkiye toward AI. Using qualitative descriptive research design, participants were first asked to provide written definitions of AI. Subsequently, four focus group discussions were conducted to explore their perceptions in greater depth. Thematic analysis revealed three main themes: teachers’ perceptions of AI, teachers’ attitudes toward AI, and factors shaping these attitudes. Participants defined AI as human-like intelligence and highlighted its potential for personalized learning and material development. However, factors such as lack of knowledge, curriculum intensity, and time constraints limit the use of AI. During the process, it was observed that some teachers' attitudes became more positive as they became aware of their lack of knowledge. The findings show that teachers' attitudes are directly related to their level of knowledge. In this regard, it is recommended that teachers' digital literacy be improved through in-service training and that more flexible curricula and time support be provided.

Keywords

• artificial intelligence
• AIEd
• educational technologies
• teacher attitudes

Supporting Institution

Gaziantep üniversitesi

Ethical Statement

Ethical approval was obtained from Gaziantep University.

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