Teacher professional development for a future with generative artificial intelligence – an integrative literature review
DOI:
https://doi.org/10.1344/der.2024.45.151-157Keywords:
Generative Artificial Intelligence, Ethics, Teacher, Professional development, Integrative literature reviewAbstract
Artificial Intelligence (AI) has been part of every citizen's life for several years. Still, the emergence of generative AI (GenAI), accessible to all, has raised discussions about the ethical issues they raise, particularly in education. GenAI tools generate content according to user requests, but are students using these tools ethically and safely? Can teachers guide students in this use and use these tools in their teaching activities? This paper argues that teacher professional development (TPD) is an essential key trigger in adopting these emerging technologies. The paper will present an integrative literature review that discusses the components of TPD that may empower teachers to guide their students towards the ethical and safe use of GenAI. According to the literature review, one key component of TPD should be AI literacy, which involves understanding AI, its capabilities and limitations, and its potential benefits and drawbacks in education. Another essential component is hands-on activities that engage teachers, their peers, and students in actively using these tools during the training process. The paper will discuss the advantages of working with GenAI tools and designing lesson plans to implement them critically in the classroom.
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