생성형 AI를 활용한 수업설계 방법 탐색 및 인식 변화 연구: A 교육대학원 사례를 중심으로

Social media are increasingly adopted in university administration, teaching, and learning. For pre-service teachers, although there is growing evidence suggesting the effectiveness of educational technology courses in enhancing their technological pedagogical content knowledge (TPACK), relatively little is known about whether and how this knowledge is associated with social media usage (SMU) in informal settings. In this study, the relationships between SMU in informal settings and TPACK among pre-service teachers were investigated. Based on the survey data of a sample of 212 pre-service teachers in Hong Kong, media sharing was found to be a significant positive predictor of technology knowledge and knowledge of teaching with technology, whereas Internet searching and video gaming were not predictive of any component of TPACK. The findings of the study were interpreted in the light of the educational affordances of social media technologies, and their implications for researchers and teacher educators were discussed.

The integration of technology into education has become indispensable in fostering effective teaching and learning, particularly in the sciences. However, the ability of teachers to blend technological tools with pedagogical strategies and content knowledge is captured in a framework known as Technological Pedagogical Content Knowledge (TPACK). Despite the growing emphasis on technology in education, limited research exists on the TPACK competencies of science teachers in Ghana. Understanding these competencies is vital for informing professional development programs and enhancing the quality of science education in Junior High Schools (JHS). This study explored three main questions: (1) How do JHS science teachers perceive their understanding of TPACK constructs? (2) What are the correlations between these constructs, their collective impact on TPACK, and (3) what construct is the strongest predictor of TPACK? A descriptive survey design utilizing questionnaires to collect primary data from 145 JHS science teachers was employed. Data were analyzed using frequency distributions, means, standard deviations, and multiple regression. The findings revealed that science teachers demonstrate a high perceived understanding of the TPACK constructs. There were strong positive correlations between TPACK and its six constituent constructs. Notably, Technological Content Knowledge (TCK) emerged as the most significant predictor of overall TPACK competency. These results underscore the robust self-perceptions of TPACK competencies among JHS science teachers in the study area, suggesting a strong foundation for technology integration in science education. The study’s findings provide valuable insights for policymakers, educational administrators, and teacher educators in Ghana. The study recommends the development of targeted professional development programs in technology to strengthen teachers’ TPACK capacity to improve science education outcomes in Ghanaian junior high schools. Furthermore, the identification of TCK as a key predictor highlights the importance of focusing on the intersection of technology and content knowledge in teacher training initiatives.

According to the principles of the National Council of Teachers of Mathematics [NCTM, 2000], teaching mathematics needs well equipped teachers in terms of knowledge because of its complex structure. Moreover, teachers’ knowledge and technology are an important issue to build up and enhance students’ learning. Qualified teachers should know how and why students learn, and how to organize and teach their lessons. Therefore, the aim of this study is to examine pre-service elementary mathematics teachers’ perceptions of technological pedagogical content knowledge (TPACK) regarding geometry. The relationships among the components of TPACK and the possible gender and year of enrollment differences related to TPACK components were also examined. In order to collect data, a questionnaire was developed taking into consideration many related studies from the literature. Pre-service elementary mathematics teachers’ perceptions of TPACK related to geometry were found to be moderate. In addition, significant correlations between the components of the TPACK framework were detected via correlational analysis. In terms of gender, results revealed that male pre-service teachers had higher scores than females in three components of TPACK, namely technological pedagogical knowledge, technological knowledge, and technological pedagogical content knowledge. The comparison of junior and senior students revealed that although the difference is not significant, senior participants seem to be more competent than junior participants in TPACK dimensions.

Due to its continuous advancement, web conferencing technology is increasingly being integrated into foreign language education; thus, teachers are able to carve out a niche by providing learners with an opportunity to learn a foreign language at a distance without time and space constraints. However, little is known about the relationship between foreign language teachers’ use of web conferencing technology and their technological pedagogical content knowledge (TPACK). This study therefore aims to assist Mandarin as a foreign language (MFL) teachers to develop their TPACK of web conferencing teaching, and a teacher support group is used to facilitate the TPACK development of four MFL teachers. The data related to assessing their TPACK development are derived from an online meeting, reflective reports, and individual interviews. The results indicate that the teachers’ TPACK grew due to increased awareness of the affordances and constraints of web conferencing technology in an MFL teaching environment. They understood how to enhance learners’ input, expand their interaction, and facilitate their production via the use of Internet resources such as multimedia and web-based applications. The teachers also acknowledged that the teacher support group had played an instrumental role in developing their TPACK of teaching MFL via web conferencing technology. The implications and limitations of the study are also presented.

Aim/Purpose: This study investigated how undergraduate and graduate students in a teacher education program perceived, used, and ethically reflected upon generative AI tools. The problem is the unclear state of preservice teachers’ understanding and use of generative AI in educational settings, which this study aimed to explain. Background: Given generative AI’s growing presence in education, this study addressed a gap in understanding by examining preservice teachers’ perceptions, experiences, and ethical concerns, particularly in relation to self-regulated learning. Methodology: A convergent parallel mixed-methods design was used to gather quantitative and qualitative data from 73 students enrolled in a teacher education program at the University of Nevada, Las Vegas. Descriptive statistics, correlations, and thematic analysis were used for data analysis. Contribution: This study contributes to the emerging literature by providing insights into preservice teachers’ usage patterns of generative AI, the relationship between AI use and self-regulatory skills, and a detailed examination of ethical concerns, informing effective AI integration into teacher education programs. Findings: Text-based generative AI was the most familiar tool among participants. The primary reasons for the use included editing papers, searching for new ideas, and understanding course material. A significant positive correlation was identified between information search with the help of generative AI and resource management skill. Key themes identified by thematic analysis included perceived benefits for student engagement and creativity, AI’s potential as a writing assistant, and ethical concerns about plagiarism and misuse. Overall, preservice teachers demonstrated surface-level use and a general lack of in-depth knowledge about AI integration. Recommendations for Practitioners: Teacher educators should provide explicit training in generative AI, including practical guidelines and clear ethical frameworks to foster effective and responsible integration into classroom practice. Recommendation for Researchers: Future researchers should develop validated measurement instruments specifically designed for studying generative AI perceptions and usage and explore longitudinal impacts as preservice teachers transition into professional teaching roles. Impact on Society: By guiding preservice teachers toward informed and ethical use of generative AI, this study supports broader societal goals of promoting digital literacy, ethical technology integration, and enhanced learning experiences for future generations. Future Research: Subsequent research should further explore reasons behind the limited adoption of generative AI among preservice teachers, examine the long-term impacts of AI use on pedagogical practices, and investigate structured frameworks for promoting deeper AI integration within the teaching and learning domain.

This study examined pre-service social studies teachers’ experiences in AI-aided global issues exploration using generative AI in teacher education courses. Adopting a mixed-method research approach, quantitative and qualitative analysis were conducted on the reports created by 66 pre-service teachers majoring in social studies at four teacher education universities, who participated in the “Exploring Global Issues Using Generative AI” program. The findings show that the international issues that pre-service teachers sought to explore through generative AI tended to converge on topics with high timeliness and strong regional proximity. In the AI-generated textual and visual outputs, four prominent characteristics were identified: neutrality, selectivity, bias, and hallucination. While the pre-service teachers recognized the educational utility of generative AI in providing synthesized and structured information, rapid image generation, and interactive support for deeper inquiry, they also pointed out limitations such as informational inaccuracy, implicit bias, and the risk of uncritical acceptance of AI outputs. Furthermore, the neutral stance of generative AI on politically sensitive topics and its differential responses depending on question formulation highlighted the need for AI literacy education. This study draws critical attention to the pedagogical potential of generative AI in social studies and provides practical insights for future AI-integrated teacher education programs.

Redesigning mathematics preservice teachers’ preparation for teaching with technology: A qualitative cross-case analysis using TPACK lenses

Objectives The purpose of the study was to investigate Korean and native English teachers’ perceptions of online classes during the COVID-19 pandemic in terms of their technological pedagogical content knowledge (TPACK), techno-stress, teacher efficacy, and environmental support. The study also attempts to illustrate how the Korean and native English teachers have adapted to online classes during the COVID-19 pandemic and how their experience has affected their perceptions about online classes. Methods Data were collected through a survey questionnaire and interviews. A total of 37 (27 Korean, 10 native English) faculty members responded to the questionnaire and twelve of them participated in the interview. The responses in the survey were analyzed to compare the participants’ experience in online classes and their perceptions and interviews were coded to illustrate their adaptation process of teaching online classes. Results The results showed that there was no significant difference between the Korean and native English faculty groups in terms of their online class experience, and perception of TPACK, techno-stress, teacher efficacy, and environmental support. It was shown that the mean scores of TPACK and teacher efficacy were relatively high while their techno-stress was not high. The participants underwent the process of frustration, adaption, and reflection while coping with challenges of acquiring and utilizing technology-based instructional tools in their online classes. Though the participants were forced to adapt to online classes due to the COVID-19 pandemic, it helped them improve their technological skills and gain new understandings of their own classes and students. Conclusions The online class experience provided the participants an opportunity to improve their TPACK and to reflect on their teaching methods, students’ perspectives, and colleagues’ support. It can be suggested that teachers need to be encouraged and challenged to adapt to new teaching environments through which they can improve their teaching efficacy.

The technological revolution has changed the required knowledge and skills of teachers in facilitating the development of students’ 21st-century skills. In light of this, Technological Pedagogical Content Knowledge (TPACK) has been defined as a useful conceptual framework to help define the knowledge base needed for effective technology integration into classroom practices. However, generally, teacher professional education programs do not help teacher candidates develop TPACK. From this standpoint, the purpose of the study was to better understand the nature of pre-service English teachers’ TPACK over the professional development program named Pre-Service Teacher Professional Education (TPE) or Pendidikan Profesi Guru (PPG) Prajabatan. A survey was applied to examine 30 EFL pre-service teachers’ TPACK using self-report as the data source. The self-report was adopted from Schmid et al. (2020), and it consists of 28 items of the seven TPACK components. The results demonstrated that EFL pre-service teachers see the value of technology for teaching English. They highly perceived their TPACK competencies, especially for the TK construct (M=4.05) and the TPACK construct (M=4.08). They need more guidance on how to effectively integrate technology though. Thus, teacher professional education programs should redesign various methods of courses to provide more opportunities for pre-service English teachers to teach with technology since experiences had the most effect on beliefs.

<span>The purposes of this study were to (1) identify the Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self Efficacy (TISE) and Instructional Technology Outcome Expectations (ITOE) of pre-service physical education teachers, (2) examine the relationships among TPACK, TISE and ITOE, and lastly (3) examine the differences between pre-service physical education teachers who perceived and who did not perceive technology integration by their university instructors on TPACK, TISE, and ITOE scores. Findings indicate that while TPACK, TISE and ITOE perceptions of pre-service physical education teachers were at satisfactory levels, university instructors were not good role models in the use of technology in their classrooms. Pre-service teachers reported that integration of physical education and sport-related emerging technologies were almost non-existent in the teaching practices within the university setting. TPACK, TISE, and ITOE were moderately related with each other (p<0.05). Pre-service teachers' self-perceptions of TPACK, TISE, and ITOE were positively influenced by their perception of university instructors' technology integration into teaching in university courses (p<0.05). Providing professional development programs for the teacher education program instructors, both in technology integration in teaching and in emerging physical education and sports-related technologies, is recommended.</span>

Effective technology integration in English as a Foreign Language (EFL) teaching requires teachers to develop strong Technological Pedagogical Content Knowledge (TPACK). In Indonesia, where teacher education programs increasingly emphasize digital learning, understanding pre-service EFL teachers’ self-concept of TPACK is crucial for assessing their readiness before entering the profession. This study examines the TPACK profile of Indonesian pre-service EFL teachers, identifying their strengths and areas for improvement in applying technology to language instruction. The study involved 111 final-year undergraduate and first-year master's students who had completed teaching practice but had no formal teaching experience. Data were collected using a TPACK survey and analyzed through descriptive statistics to identify patterns in their TPACK mastery. Findings reveal that pre-service teachers are confident in their content knowledge (CK) and basic technological skills (TK). Still, they struggle with the full integration of technology into pedagogy (TPK), pedagogical adaptability (PK), and leadership in TPACK. While they acknowledge the importance of technology in teaching, gaps persist in their ability to select and apply diverse technologies effectively in classroom settings. Additionally, they face challenges adapting teaching strategies to different learners and assessing student understanding in varied ways. Their leadership in supporting peers with TPACK integration was also limited. These insights underscore the need for curricular enhancements in teacher education programs at both undergraduate and postgraduate levels, focusing on practical applications of TPACK, deeper technological and pedagogical training, and leadership development to better prepare future EFL educators for technology-enhanced instruction.

As many EFL countries introduce digital textbooks and AI-based language education, the importance of enhancing pre-service language teachers’ Technological Pedagogical Content Knowledge (TPACK) in language teacher education is increasingly being emphasized. This qualitative case study examined how 13 pre-service English teachers applied various elements of TPACK through their participation in a chatbot-integrated course designed to provide hands-on, design-based experience. Analysis of participants' weekly reflection journals revealed their evolving engagement with TPACK elements, Design Knowledge, and contextual considerations. As the semester progressed, the pre-service English teachers demonstrated enhanced TPACK contribution through their growing capacity to integrate technology in language instruction and deeper understanding of pedagogical implications. The preservice teachers were also able to better combine chatbot and language teaching and became more confident in situating themselves as effective English teachers through the course. The study provides a comprehensive TPACK-based framework for language teacher educators to evaluate and develop preservice teachers' technological, pedagogical, and content competencies in technology-enhanced instruction. These findings offer practical implications for language teacher educators seeking to incorporate TPACK-informed approaches in their course design and professional development programs.

The purpose of this study was to examine the relationship between the level of pre-service primary school teachers’ self-efficacy beliefs in science teaching and their level of determining taxonomy, strategy, and teaching methods-techniques for the curriculum’s objectives in primary science education. A total of 101 pre-service teachers who were enrolled in the third and fourth grade of the department of primary school teachers in the 2017–2018 academic year at a private university in Gaziantep, Turkey participated in this study. The level of teacher candidates’ self-efficacy beliefs toward science teaching was determined through the “Science Teaching Efficacy Belief Instrument.” In addition, teacher candidates’ levels and reasons for determining the appropriate taxonomy, strategies, methods, and techniques while teaching the objectives in the science curriculum were examined through “form of determining suitable taxonomy, strategy, and method-techniques for objective.” Therefore, qualitative and quantitative data were examined together. This was a correlational study but it was enriched through qualitative data. Results showed that pre-service teachers’ self-efficacy beliefs toward science teaching and determination levels of appropriate taxonomy, strategy, and teaching methods-techniques were relatively high. In addition, a statistically weak but positive relationship was found between these two variables. As a result, it is recommended to give more importance to these courses in teacher education of pre-service primary school teachers.

Against the backdrop of a sustained surge in global demand for learning Chinese, international Chinese language teachers face severe challenges across multiple dimensions, including cross-cultural teaching, instructional innovation, and resource development. The advent of Generative Artificial Intelligence (generative AI) offers new approaches to address these challenges; however, its value and potential risks in promoting the professional development of international Chinese language teachers have yet to be systematically explored. Drawing upon the Technological Pedagogical Content Knowledge (TPACK) framework, this paper investigates the empowering potential of generative AI for international Chinese language teachers on multiple levels. It also identifies key challenges in practical implementation, such as technological barriers, ethical and cultural sensitivities, and the integration of new technologies into teaching. Through a comprehensive analysis of these issues, the paper proposes a system-level pathway involving technological optimization, teacher capacity building, and pedagogical integration. The aim is to provide an actionable framework and strategies for the wider adoption and deeper integration of generative AI in international Chinese language education. The findings show that only when technology optimization, policy support, and teacher training work in tandem can generative AI effectively drive the professional growth of international Chinese language teachers and foster teaching innovation, thus ultimately contributing to higher-quality and more culturally inclusive sustainable development of Chinese language education worldwide.

The pandemic has brought online learning as the new norm in education, which invokes many issues, particularly in the quality of online education. The quality of teacher education is being questioned, particularly in imparting adequate Technological Pedagogical Content Knowledge (TPACK), which seems to be lacking in preparing teachers for sudden online learning. Though many studies were clustered around TPACK, there is still an unfilled gap in identifying whether the pre-service teachers are ready to teach online classes alongside their TPACK. Hence, this paper aims to determine (1) the level of TPACK and readiness and (2) the relationship between TPACK and readiness for English for Foreign Language (EFL) pre-service teachers in online learning during the pandemic. A survey was distributed to 197 EFL pre-service teachers with 35 items, in which the level of TPACK and readiness were analyzed descriptively with the mean score. The Pearson correlation examined the relationship between TPACK domains and readiness. The main findings showed that the level of TPACK and readiness of EFL pre-service teachers were high, particularly for Technological Knowledge (TK). However, the correlation results showed a weak positive correlation between TPACK domains and readiness. The highest correlation was between Technological Content Knowledge (TCK) and readiness, which is a new finding contributing to the body of knowledge. This paper implied that TPACK should also look into the online teaching readiness of pre-service teachers so that they are well equipped with the online pedagogical knowledge for effective teaching and learning.