Speaker
Description
Teachers are required to continuously develop their professional duties. However, in practice, many problems affect the traditional way of teachers’ professional development (TPD) such as the inability to reduce the high levels of stress due to overflowing administrative tasks, the lack of competence to integrate technology in learning, limited digital literacy skills to increase knowledge, and time construct to have continuous professional development (CPD). Nowadays, the use of Artificial Intelligence (AI) is considered a way to solve these problems. This research aims to investigate how AI is used in the TPD. This research employed a mobile-based training certification framework by Dahri. This qualitative case study design involved six in-service teachers who had graduated from the Teacher Professional Education (Pendidikan Profesi Guru/PPG) program at a reputable university in Indonesia. The subjects were chosen based on the result of a preliminary study about in-service teachers who use AI for their TPD practice. Interviews were conducted to gather data for the study. Data from the interview were analyzed thematically. The findings indicate that AI provides an inclusive basis for transforming the TPD for several reasons. First, AI supports teachers' personality competence by helping teachers lighten their administrative tasks so they can perform more enthusiastically, freshly, and friendly to provide comfortable learning for students. Second, AI also assists teachers' pedagogical competence by offering easy integration of technology in teaching and learning activities. Third, AI upgrades teachers' professional competence by providing unlimited resources that are easy to access by teachers. Lastly, AI intensifies teachers' social competence since it provides opportunities for teachers in various regions to connect with each other. This study implies that AI is important to be used in today’s TPD programs since its adaptability and flexibility can help teachers keep updated with technological and educational advancements. Since this study has a limitation by not stating a particular AI type being investigated for TPD, it is recommended that further studies investigate a specific AI type in the TPD practice.
| Keywords | Artificial intelligence (AI); teachers’ professional development (TPD); Teachers Professional Education (PPG) program |
|---|
