TY - JOUR
T1 - Are They Ready to Teach? Generative AI as a Means to Uncover Pre-Service Science Teachers’ PCK and Enhance Their Preparation Program
AU - Blonder, Ron
AU - Feldman-Maggor, Yael
AU - Rap, Shelley
N1 - Publisher Copyright:
© The Author(s) 2024.
PY - 2024/11/18
Y1 - 2024/11/18
N2 - Integrating generative artificial intelligence (GenAI) in pre-service teachers’ education programs offers a transformative opportunity to enhance the pedagogical development of future science educators. This conceptual paper suggests applying the GenAI tool to evaluate pedagogical content knowledge (PCK) among pre-service science teachers. By holding interactive dialogues with GenAI, pre-service teachers engage in lesson planning in a way that reveals their understanding of content, pedagogy, and PCK while facilitating the practical application of theoretical knowledge. Interpretation of these interactions provides insights into teachers-to-be knowledge and skills, enabling personalized learning experiences and targeted program adjustments. The paper underscores the need to equip pre-service teachers with the necessary competencies to utilize GenAI effectively in their future teaching practices. It contributes to the ongoing discourse on technology’s role in teacher preparation programs, highlighting the potential of addressing existing challenges in evaluating and developing teacher knowledge via GenAI. The suggested future research directions aim to further investigate the GenAI usage implications in educational contexts.
AB - Integrating generative artificial intelligence (GenAI) in pre-service teachers’ education programs offers a transformative opportunity to enhance the pedagogical development of future science educators. This conceptual paper suggests applying the GenAI tool to evaluate pedagogical content knowledge (PCK) among pre-service science teachers. By holding interactive dialogues with GenAI, pre-service teachers engage in lesson planning in a way that reveals their understanding of content, pedagogy, and PCK while facilitating the practical application of theoretical knowledge. Interpretation of these interactions provides insights into teachers-to-be knowledge and skills, enabling personalized learning experiences and targeted program adjustments. The paper underscores the need to equip pre-service teachers with the necessary competencies to utilize GenAI effectively in their future teaching practices. It contributes to the ongoing discourse on technology’s role in teacher preparation programs, highlighting the potential of addressing existing challenges in evaluating and developing teacher knowledge via GenAI. The suggested future research directions aim to further investigate the GenAI usage implications in educational contexts.
UR - http://www.scopus.com/inward/record.url?scp=85209065903&partnerID=8YFLogxK
U2 - 10.1007/s10956-024-10180-2
DO - 10.1007/s10956-024-10180-2
M3 - Article
AN - SCOPUS:85209065903
SN - 1059-0145
JO - Journal of Science Education and Technology
JF - Journal of Science Education and Technology
ER -