Artificial Intelligence (AI) is emerging as a potentially transformative resource in teacher education, yet its adoption is influenced by multiple factors. This study examines pre-service teachers' perceptions of AI, exploring key concerns, perceived limitations, and the role of familiarity with this technology. Particular attention is given to the need for human validation in automated decisions and the aspects requiring improvement to foster the ef-fective integration of AI in teacher training. The findings provide insights to guide educational policies and promote a conscious and critical use of AI in knowledge construction
Familiarity and perception of AI in Teacher Education: factors influencing its acceptance and use
VINCI V
;BERARDI P
2025-01-01
Abstract
Artificial Intelligence (AI) is emerging as a potentially transformative resource in teacher education, yet its adoption is influenced by multiple factors. This study examines pre-service teachers' perceptions of AI, exploring key concerns, perceived limitations, and the role of familiarity with this technology. Particular attention is given to the need for human validation in automated decisions and the aspects requiring improvement to foster the ef-fective integration of AI in teacher training. The findings provide insights to guide educational policies and promote a conscious and critical use of AI in knowledge constructionI documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
