Exploring emergent AI-TPACK competencies in a two-week AI literacy module for preservice teachers

Aldemir T., Bicer A., KILINÇ S., Moon J., Kwok M.

TEACHING AND TEACHER EDUCATION, cilt.168, 2025 (SSCI, Scopus) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 168
  • Basım Tarihi: 2025
  • Doi Numarası: 10.1016/j.tate.2025.105231
  • Dergi Adı: TEACHING AND TEACHER EDUCATION
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Education Abstracts, Educational research abstracts (ERA), Psycinfo, Public Affairs Index
  • Orta Doğu Teknik Üniversitesi Adresli: Hayır

Özet

This exploratory case study examined a two-week, ethics-integrated AI literacy module for preservice teachers (n = 29) in a required technology-integration course. Five standards-aligned activities were mapped to AI-TPACK (AI-TK, AI-TPK, AI-TCK, AI-CK, ethics) and AI-literacy dimensions (know, use, evaluate, ethical awareness, create). Analysis of reflections, tool-audit rubrics, lesson plans, and surveys revealed five patterns: (1) rapid gains in foundational AI knowledge and confidence, (2) movement from generic caution to teacher-directed ethical strategies, (3) a shift from generic caution to teacher-directed ethical strategies, (4) emerging subject-specific applications, and (5) nascent yet incomplete AI-TPACK integration: accuracy checks were routine, but bias detection remained weak. Findings indicate that even brief, carefully scaffolded professional development can initiate multidimensional AI competence when ethics is woven into every task. However, deeper bias-critical work and consecutive cycles are required to consolidate holistic, discipline-anchored AI practice.