Keyword: teacher education

ABSTRACT: Artificial intelligence (AI), particularly generative AI, changes assessment by altering the evidential relationship among student work, learning, and professional judgment. Teachers must design tasks when students can readily obtain machine-generated responses, interpret automated feedback and analytics whose validity is conditional, and justify consequential decisions under uncertainty. This critical integrative review synthesizes scholarship on AI in education, assessment, teacher learning, and emerging professional-development interventions. It proposes Assessment-AI Knowledge (A-AIK) as an assessment-specific configuration of professional knowledge rather than a replacement for assessment literacy, AI literacy, or technological pedagogical content knowledge. A-AIK comprises three interdependent capacities: design competence, which establishes conditions for eliciting meaningful evidence; interpretive competence, which calibrates the meaning, uncertainty, and evidential weight of AI-mediated information; and justificatory competence, which supports transparent, fair, and reviewable decisions. Disciplinary authenticity, human agency, equity, transparency and data governance, and epistemic humility operate as cross-cutting commitments. The reviewed literature suggests that promising interventions use scenarios, authentic assessment redesign, structured critique, peer deliberation, and iterative classroom trials. Recurrent limitations include small samples, reliance on self-report, short duration, and measures of confidence or acceptance rather than demonstrated assessment performance. A four-phase professional-learning model—calibrate, redesign, enact, and justify, is proposed as a synthesis-informed design hypothesis requiring empirical evaluation. The article concludes with provisional performance indicators, institutional conditions, and a research agenda for responsible AI-mediated assessment.

ABSTRACT: Artificial intelligence (AI) has increasingly played an important role in educational development in the digital era. Teachers, therefore, need appropriate knowledge and perceptions regarding the use of such technology in instructional practices. This study aimed to: 1) develop and examine the construct of a scale measuring Thai teachers’ perceptions of the use of artificial intelligence in instructional management, and 2) investigate the level of Thai teachers’ perceptions regarding the use of artificial intelligence in teaching and learning. The research was conducted in two phases. Phase 1 involved instrument validation using Exploratory Factor Analysis with a sample of 353 teachers. Phase 2 examined teachers’ perceptions of the use of artificial intelligence in instructional management with a sample of 298 teachers. Data were analyzed using exploratory factor analysis and descriptive statistics. The findings revealed that teachers’ perceptions of AI in instructional management consisted of several components reflecting different dimensions of technology integration in teaching. Overall, Thai teachers demonstrated a moderate to high level of perception regarding the use of artificial intelligence in instructional practices. The results provide useful implications for promoting the effective integration of artificial intelligence in educational settings.

ABSTRACT: This study aims to examine the views of teachers working at various educational levels in Turkiye regarding AI-supported education, employing a qualitative approach. The study seeks to determine whether teachers perceive artificial intelligence as a tool for pedagogical transformation or as a potential risk leading to a loss of pedagogical control. Conducted within a phenomenological research design, data were collected through semi-structured interviews with 35 teachers working at primary, lower secondary, and upper secondary school levels. The data were analyzed using thematic analysis. The analysis showed that teachers’ views clustered around four main themes: perceived pedagogical opportunities and transformation, concerns about pedagogical control and professional autonomy, ethical and responsibility-related issues, and expectations regarding conditions of use and limitations. The findings indicate that teachers do not view AI-supported education as a one-dimensional technological innovation; rather, they conceptualize it as a multilayered phenomenon encompassing pedagogical, professional, and ethical dimensions. While teachers emphasized the potential of artificial intelligence to support personalized learning and instructional processes, they also expressed significant concerns related to algorithmic guidance, professional autonomy, and ethical responsibility. The results suggest that AI-supported education should be addressed within a framework that is teacher-centered, ethically sensitive, and grounded in pedagogical values.

ABSTRACT: This study explores the influence of teacher characteristics on technological self-efficacy within the context of Ghana’s standard-based curriculum. Utilizing an explanatory sequential mixed-method design, surveyed 280 in-service teachers. Quantitatively, the study found teacher-student interaction characteristics and humanistic and justice characteristics as closely dominated teacher characteristics. As well, these dimensions significantly predicted various aspects of teachers’ technological self-efficacy. Qualitatively, the study established how these characteristics are manifested in teachers’ classroom practices, highlighting the importance of interactive methods and empathy in fostering student engagement and technological competence. The findings underscore the need for tailored professional development programs that address varying levels of technological self-efficacy among teachers. The study concludes that enhancing teachers’ technological self-efficacy requires a holistic approach, integrating technical skills with humanistic values to create inclusive and effective learning environments.

ABSTRACT: Teacher burnout has become a critical issue in education, threatening the sustainability of schools by diminishing the well-being and effectiveness of educators. This qualitative study explores the causes, consequences, and potential interventions for teacher burnout through in-depth discussions with eleven participants. The study draws on thematic analysis to uncover key stressors, including excessive workload, lack of administrative support, and systemic pressures. Our findings highlight the impact of burnout on classroom management, teacher-student relationships, and institutional cohesion. The discussion underscores the importance of strategic planning by school districts, emphasizing the need for well-paced, teacher-friendly programming to support educators. The study concludes that reducing administrative burdens and fostering a supportive work environment is essential to mitigating burnout and ensuring a sustainable education system.

ABSTRACT: Despite increasing global attention to learner-centered approaches in environmental education (EE), there is limited research on how preservice teachers in Ghana make sense of problem-based learning (PBL), particularly through the lens of their lived experiences and sociocultural contexts. This study addresses that gap by exploring how one Ghanaian preservice teacher constructs his understanding of PBL and environmental education using Bakhtin’s concepts of Ventriloquism and Voice. Through a dialogic analysis of a semi-structured interview, the study uncovers the multiple voices; personal, institutional, and environmental, that shape his evolving teacher identity and pedagogical vision. The findings reveal how narrative becomes a site for negotiating meaning, expressing professional intentions, and imagining education as a vehicle for environmental and social transformation. This research contributes to a growing body of work using dialogic and narrative frameworks to examine teacher development and highlights the need for more contextually grounded studies in EE and PBL within Ghana’s teacher education system.

ABSTRACT: This study aimed to examine how teachers’ self-efficacy mediates the relationship between realistic mathematics education and learners’ mathematics achievement, which involved 396 junior high school math teachers and a sample of 7621 students. The study employed a quantitative approach with a correlational cross-sectional descriptive survey design. The questionnaires were developed with consideration for the three main constructs that the study identified. The structural equation model was used to analyze the questionnaires. The findings demonstrated that the application of realistic mathematics teaching methods directly improves students’ mathematical achievement. Once more, students’ achievement in mathematics is directly positively impacted by teachers’ self-efficacy. Ultimately, there was a positive and statistically significant mediation effect of teacher self-efficacy on the relationship between learners’ mathematical achievement results and realistic mathematics education.