Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature

Rusen Meylani

doi:10.18009/jcer.1477709

EN TR

Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature

Öz

The integration of Artificial Intelligence (AI) into teacher education has been transformative, offering personalized learning experiences, enhanced professional development, and improved teaching methodologies. AI technologies such as Intelligent Tutoring Systems (ITS), AI-driven analytics, and automated assessment tools have become central to modern educational practices, significantly improving engagement, adaptability, and effectiveness. This study employs a qualitative thematic analysis of current literature on AI in teacher education, examining peer-reviewed articles and reports using thematic coding to identify key patterns, opportunities, and challenges. The findings reveal that AI enhances teacher education by providing personalized learning pathways, fostering critical thinking, and supporting ongoing professional growth. Technologies like ITS, Virtual Reality (VR), and AI-driven analytics have proven effective in promoting motivation and engagement among teachers. However, ethical challenges such as biases in AI systems and concerns regarding data privacy require continuous attention. Furthermore, a gap in teacher preparedness, particularly in developing AI literacy and integrating AI tools into classroom practices, is evident. Despite these challenges, AI offers substantial benefits, transforming teaching practices and enabling personalized, adaptive instruction that supports both teachers and students. The study emphasizes the need for comprehensive teacher training programs focusing on digital literacy and ethical AI use, ensuring educators can navigate an AI-enhanced educational environment effectively. This research contributes to the ongoing discourse by highlighting the need for ethical guidelines and robust teacher training programs, offering actionable insights for educators, policymakers, and institutions aiming to integrate AI into teacher education

Anahtar Kelimeler

Artificial intelligence, teacher education, professional development, pedagogy, intelligent tutoring systems, AI-driven analytics, digital literacy

Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature

Öz

The integration of Artificial Intelligence (AI) into teacher education has been transformative, offering personalized learning experiences, enhanced professional development, and improved teaching methodologies. AI technologies such as Intelligent Tutoring Systems (ITS), AI-driven analytics, and automated assessment tools have become central to modern educational practices, significantly improving engagement, adaptability, and effectiveness. This study employs a qualitative thematic analysis of current literature on AI in teacher education, examining peer-reviewed articles and reports using thematic coding to identify key patterns, opportunities, and challenges. The findings reveal that AI enhances teacher education by providing personalized learning pathways, fostering critical thinking, and supporting ongoing professional growth. Technologies like ITS, Virtual Reality (VR), and AI-driven analytics have proven effective in promoting motivation and engagement among teachers. However, ethical challenges such as biases in AI systems and concerns regarding data privacy require continuous attention. Furthermore, a gap in teacher preparedness, particularly in developing AI literacy and integrating AI tools into classroom practices, is evident. Despite these challenges, AI offers substantial benefits, transforming teaching practices and enabling personalized, adaptive instruction that supports both teachers and students. The study emphasizes the need for comprehensive teacher training programs focusing on digital literacy and ethical AI use, ensuring educators can navigate an AI-enhanced educational environment effectively. This research contributes to the ongoing discourse by highlighting the need for ethical guidelines and robust teacher training programs, offering actionable insights for educators, policymakers, and institutions aiming to integrate AI into teacher education

Anahtar Kelimeler

Artificial intelligence, teacher education, professional development, pedagogy, intelligent tutoring systems, AI-driven analytics, digital literacy

Etik Beyan

Acknowledgement Due to the scope and method of the study, ethics committee permission was not required.

Kaynakça

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Ayrıntılar

Birincil Dil

İngilizce

Konular

Öğretim Teknolojileri, Öğretmen Eğitimi ve Eğitimcilerin Mesleki Gelişimi, Eğitim Teknolojisi ve Bilgi İşlem

Bölüm

İnceleme Makalesi

Yazarlar

Rusen Meylani ^*
0000-0002-3121-6088
Türkiye

Erken Görünüm Tarihi

23 Eylül 2024

Yayımlanma Tarihi

21 Ekim 2024

Gönderilme Tarihi

3 Mayıs 2024

Kabul Tarihi

22 Eylül 2024

Yayımlandığı Sayı

Yıl 2024 Cilt: 12 Sayı: 24

DOI

https://doi.org/10.18009/jcer.1477709

IZ

https://izlik.org/JA98TU42JS

APA

Meylani, R. (2024). Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature. Journal of Computer and Education Research, 12(24), 600-637. https://doi.org/10.18009/jcer.1477709

AMA

1.Meylani R. Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature. JCER. 2024;12(24):600-637. doi:10.18009/jcer.1477709

Chicago

Meylani, Rusen. 2024. “Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature”. Journal of Computer and Education Research 12 (24): 600-637. https://doi.org/10.18009/jcer.1477709.

EndNote

Meylani R (01 Ekim 2024) Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature. Journal of Computer and Education Research 12 24 600–637.

IEEE

[1]R. Meylani, “Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature”, JCER, c. 12, sy 24, ss. 600–637, Eki. 2024, doi: 10.18009/jcer.1477709.

ISNAD

Meylani, Rusen. “Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature”. Journal of Computer and Education Research 12/24 (01 Ekim 2024): 600-637. https://doi.org/10.18009/jcer.1477709.

JAMA

1.Meylani R. Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature. JCER. 2024;12:600–637.

MLA

Meylani, Rusen. “Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature”. Journal of Computer and Education Research, c. 12, sy 24, Ekim 2024, ss. 600-37, doi:10.18009/jcer.1477709.

Vancouver

1.Rusen Meylani. Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature. JCER. 01 Ekim 2024;12(24):600-37. doi:10.18009/jcer.1477709

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Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature

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Artificial Intelligence in the Education of Teachers: A Qualitative Synthesis of the Cutting-Edge Research Literature

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