Cited by 145Artificial Intelligence in EducationTeacher Education and Leadership StudiesIntelligent Tutoring Systems and Adaptive Learning

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Supporting Teachers’ Professional Development With Generative AI: The Effects on Higher Order Thinking and Self-Efficacy

Lu, Jijian, Zheng, Ruxin, Gong, Zikun, Xu, Huifen·2024·IEEE Transactions on Learning Technologies

DOI 10.1109/tlt.2024.3369690

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Abstract

Generative AI has emerged as a noteworthy milestone and a consequential advancement in the annals of major disciplines within the domains of human science and technology. This study aims to explore the effects of generative AI-assisted pre-service teaching skills training on pre-service teachers’ self-efficacy and higher order thinking. The participants of this study were 215 pre-service mathematics, science, and computer teachers from a university in China. Firstly, a pretest-posttest quasi-experimental design was implemented for an experimental group (teaching skills training by generative AI) and a control group (teaching skills training by traditional methods) by investigating the teacher self-efficacy and higher order thinking of the two groups before and after the experiment. Secondly, a semi-structured interview comprising open-ended questions was administered to 25 pre-service teachers within the experimental group to present their views on generative AI-assisted teaching. The results showed that the scores of pre-service teachers in the experimental group, who used generative AI for teachers’ professional development, were considerably higher than those of the control group, both in teacher self-efficacy (F = 8.589, p = 0.0084< 0.05) and higher order thinking (F = 7.217, p = 0.008 < 0.05). It revealed that generative AI can be effective in supporting teachers’ professional development. This study produced a practical teachers’ professional development method for pre-service teachers with generative AI.

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Authors: Lu, J., Zheng, R., Gong, Z., & Xu, H.
Affiliations: Hangzhou Normal University (CN)
ORCID: Lu, Jijian
Zheng, Ruxin
Gong, Zikun
Xu, Huifen
Venue: IEEE Transactions on Learning Technologies
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Published: 2024
Volume: 17
Pages: 1267-1277
ISSN: 1939-1382 (ISSN-L)
2372-0050
DOI: 10.1109/tlt.2024.3369690
OpenAlex: W4392173880
Cited by: 144
References: 43
Citations by year: 2026: 65 · 2025: 65 · 2024: 14
FWCI: 54.14
Type: journal article
Language: en
Open access: closed
Licence: ieeexplore.ieee.org/Xplorehelp/downloads/license-information/IEEE.html (vor)
doi.org/10.15223/policy-029 (stm-asf)
doi.org/10.15223/policy-037 (stm-asf)
Locations: IEEE Transactions on Learning Technologies (publishedVersion)
Funders: Ministry of Education's Artificial Intelligence to Promote the Construction of Teachers' Team
Major Humanities and Social Sciences Research Projects in Zhejiang Higher Education Institutions (2023GH005)
Teaching Academic and Reform Project of Hangzhou Normal University
Topics: Social Sciences › Education › Artificial Intelligence in Education
Social Sciences › Education › Teacher Education and Leadership Studies
Physical Sciences › Computer Science › Artificial Intelligence › Intelligent Tutoring Systems and Adaptive Learning
Keywords: generative AI, teacher professional development, pre-service teachers, teacher self-efficacy, higher-order thinking skills, teaching skills training, mathematics teachers, science teachers, informatics teachers, initial teacher education

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Supporting Teachers’ Professional Development With Generative AI: The Effects on Higher Order Thinking and Self-Efficacy

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