Teachers’ professional development and IA: suggestions from research for policy

Abstract

Teachers' professional development affects student and teacher learning and well-being.

Although AI is permeating teaching-learning processes, European reports note the lack of a common strategy for professional development of teachers in the use of AI. Currently, literacy programmes focus more on technological aspects than on pedagogical-didactical ones. This paper presents the results of the first phase of an exploratory survey conducted by the Universities of XXX and XXX, within ISATT, in 12 countries in Europe, Africa and Asia. The questionnaire, divided into 5 sessions, collected the attitudes of 177 teachers in initial training in Italy and analyzed their behavioral intentions regarding the use of AI in teaching practice. The data analysis provides indications for scientific debate and training programs, such as teachers' willingness to use and confidence in AI.