Artificial Intelligence Teaching Assistants on the Professional Development of Teachers: Evidence from German Language Teachers in Türkiye

Ali Safa Yılmaz; Ahmet Ağır

doi:10.52911/itall.1773280

EN TR

Artificial Intelligence Teaching Assistants on the Professional Development of Teachers: Evidence from German Language Teachers in Türkiye

Abstract

The rapid proliferation of AI-powered tools has introduced significant pedagogical opportunities and challenges within educational landscapes. While some AI tools focus on individual learning processes and provide features to help students study, AI-powered teaching tools focus on teachers and provide features that support classroom and outside-of-class activities. Research on the effects of these new tools has been ongoing for some time. However, only a few studies have specifically examined AI-supported teaching assistants in the context of FL teaching. This study explores the impact of a widely used AI-powered teaching assistant on the professional development of German teachers in Turkey, aiming to fill this gap partially. The research employs a qualitative single-case study design. Data were collected from six German teachers through semi-structured interviews, and the instructional materials of the teachers were examined. The findings indicate that participants accepted the new tool and used it across all teaching stages. The areas where teachers benefited most included lesson preparation, activity and content development, and student assessment. The functions of this new tool enabled teachers to save time in their preparation and to create more advanced, differentiated, and personalized materials. However, some problems, including a lack of technical infrastructure and limited German-language support on the platform, have also been identified. A key finding is that teachers view AI-powered teaching assistants not merely as practical support tools, but also as pedagogical partners. These assistants have significantly improved the technological and pedagogical knowledge of teachers in a short time. Collectively, these findings offer novel insights into the design of sustainable professional development frameworks that support the development of effective, continuous professional development programs for language teachers in the context of emerging AI tools.

Keywords

Artificial Intelligence Teaching Assistants , AITAs , German Language Teaching , AI-powered Tools , Teacher Professional Development.

Öğretmenlerin Mesleki Gelişiminde Yapay Zekâ Öğretim Asistanları: Türkiye'deki Almanca Öğretmenlerinden Elde Edilen Bulgular

Öz

Son zamanlarda, yapay zekâ destekli araçlar, eğitim dahil olmak üzere çeşitli alanlarda sayısız fırsatlar sunarken, bazı zorlukları da beraberinde getirmiştir. Bazı yapay zekâ araçları bireysel öğrenme süreçlerine odaklanarak öğrencilerin ders çalışmasına yardımcı olacak özellikler sunarken, yapay zekâ destekli öğretim araçları öğretmenlere odaklanarak sınıf içi ve sınıf dışı etkinlikleri destekleyen özellikler sunmaktadır. Bu yeni araçların etkileri üzerine araştırmalar bir süredir devam etmektedir, ancak az sayıda çalışma yapay zekâ destekli öğretim asistanlarını yabancı dil öğretimi bağlamında özel olarak incelemiştir. Bu çalışma, yaygın olarak kullanılan yapay zekâ destekli bir öğretim asistanının Türkiye'deki Almanca öğretmenlerinin mesleki gelişimine etkisini araştırarak bu boşluğu bir ölçüde doldurmayı amaçlamaktadır. Bu çalışmada, tek denekli vaka çalışması tasarımı kullanılmıştır. Veriler, yarı yapılandırılmış görüşmeler yoluyla altı Almanca öğretmeninden toplanmış ve öğretmenlerin öğretim materyalleri incelenmiştir. Bulgular, katılımcıların bu yeni aracı kabul ettiklerini ve öğretim sürecinin her aşamasında kullandıklarını göstermektedir. Öğretmenlerin en çok fayda sağladıkları alanlar arasında ders hazırlığı, etkinlik ve içerik geliştirme ve öğrenci değerlendirmesi yer almaktadır. Bu yeni aracın işlevleri, öğretmenlerin öğretim hazırlık sürecinde zaman kazanmalarını ve daha gelişmiş, farklılaştırılmış ve kişiselleştirilmiş materyaller oluşturmalarını sağlamıştır. Bununla birlikte, teknik altyapı eksikliği ve platformda Almanca dil desteğinin sınırlı olması gibi bazı sorunlar da tespit edilmiştir. Çalışmanın en önemli bulgusu, öğretmenlerin yapay zekâ destekli öğretim asistanlarını sadece pratik destek araçları olarak değil, aynı zamanda pedagojik ortaklar olarak gördükleridir. Bu asistanlar, kısa sürede öğretmenlerin teknolojik ve pedagojik bilgilerini önemli ölçüde geliştirmiştir. Özetle, bu çalışmanın bulguları, yeni ortaya çıkan yapay zekâ araçları bağlamında dil öğretmenleri için etkili ve sürekli mesleki gelişim programları geliştirmek için yeni ve değerli içgörüler sağlamaktadır.

Anahtar Kelimeler

Yapay Zekâ Öğretim Asistanları , AITA , Almanca Dil Öğretimi , Yapay Zekâ Destekli Araçlar , Öğretmenlerin Mesleki Gelişimi.

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Details

Primary Language

English

Subjects

Other Fields of Education (Other)

Journal Section

Research Article

Authors

Ali Safa Yılmaz
0000-0002-8595-3892
Türkiye

Ahmet Ağır ^*
0000-0001-7940-7070
Türkiye

Publication Date

December 30, 2025

Submission Date

August 29, 2025

Acceptance Date

December 10, 2025

Published in Issue

Year 2025 Volume: 6 Number: 2

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https://doi.org/10.52911/itall.1773280

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https://izlik.org/JA86KW48TB

APA

Yılmaz, A. S., & Ağır, A. (2025). Artificial Intelligence Teaching Assistants on the Professional Development of Teachers: Evidence from German Language Teachers in Türkiye. Instructional Technology and Lifelong Learning, 6(2), 310-343. https://doi.org/10.52911/itall.1773280

This work is licensed under a Creative Commons Attribution 4.0 International License.

Artificial Intelligence Teaching Assistants on the Professional Development of Teachers: Evidence from German Language Teachers in Türkiye

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Öğretmenlerin Mesleki Gelişiminde Yapay Zekâ Öğretim Asistanları: Türkiye'deki Almanca Öğretmenlerinden Elde Edilen Bulgular

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Anahtar Kelimeler

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