Co-design practices with artificial intelligence: an analysis of the de-velopmental trajectories of pedagogical reasoning
Parole chiave:
Teacher training, Artificial Intelligence, Instructional designAbstract
This study investigates how 191 pre-service teachers develop their pedagogical reasoning while interacting with Artificial Intelligence (AI) in a co-design task. Using a mixed-methods design, a quantitative analysis (Model-Based Clustering) identified three distinct profiles: Diligent pragmatists (52.4%), Confident collaborators (20.4%), and Critical-reflective designers (27.2%). A qualitative textual analysis (TF-IDF) of the instructional designs confirmed that these profiles are defined not by technical skills, but by an emerging pedagogical stance toward technology, revealed by specific lexical patterns. The findings highlight the need for teacher education to shift from teaching how to “use” AI to educating on how to “think with” AI, fostering critical and reflective digital competence.
Riferimenti bibliografici
Celik, I., Dindar, M., Muukkonen, H. e Järvelä, S. (2022). Le promesse e le sfide dell'intelligenza artificiale per gli insegnanti: una revisione sistematica della ricerca. TechTrends , 66(4), 616–630. https://doi.org/10.1007/s11528-022-00715-y
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publica-tions.
Cukurova M., Miao X., & Brooker R. (2023), Adoption of Artificial Intelligence in Schools: Unveiling Factors In-fluencing Teachers’ Engagement, in Wang N., Rebolledo-Mendez G., Matsuda N., Santos O. C., & Di-mitrova V. (Eds.), Artificial Intelligence in Education (Vol. 13916, pp. 151–163). Springer Nature: Swi-tzerland. https://doi.org/10.1007/978-3-031-36272-9_13.
Galindo-Domínguez H., Delgado N., Campo L., & Losada D. (2024), “Relationship between teachers’ digital competence and attitudes towards artificial intelligence in education”, International Journal of Educational Research, 126. https://doi.org/10.1016/J.IJER.2024.102381.
Jamal, A. (2023). The role of artificial intelligence (AI) in teacher education: Opportunities & challenges. Interna-tional Journal of Research and Analytical Reviews, 10(1), 139-146.
Miao, F., & Cukurova, M. (2024). AI competency framework for teachers (ED/557/1). UNESCO. https://doi.org/10.54675/ZJTE2084
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
Pedro, F., Subosa, M., Rivas, A. e Valverde, P. (2019). Intelligenza artificiale nell’istruzione: sfide e opportunità per uno sviluppo sostenibile.
Perla, L., & Agrati, L. S. (2024). Sviluppo professionale degli insegnanti e IA: suggerimenti dalla ricerca per le policy. Pedagogia Oggi, 22(2), 047–057. https://doi.org/10.7346/PO-022024-06
Perla, L., Agrati, L., & Vinci, V. (2018). The “supply chain” of teachers’ digital skills training: The TPACK trace-ability in the teachers’ trainers. In F. J. García-Peñalvo (Ed.), Proceedings of the 6th International Conference on Technological Ecosystems for Enhancing Multiculturality (TEEM 2018) (pp. 604–612). Association for Computing Machinery. https://doi.org/10.1145/3284179.3284284
Redecker, C. (2017). European framework for the digital competence of educators: DigCompEdu (EUR 28775 EN). Publica-tions Office of the European Union. https://doi.org/10.2760/159770
Solís, M. E. C., Martínez, E. L., Degante, E. C., Godoy, E. P., & Martínez, Y. A. (2023). Inteligencia artificial ge-nerativa para fortalecer la educación superior: Generative artificial intelligence to boost higher educa-tion. LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades, 4(3), 767–784.
UNESCO International Bureau of Education. (2023). Hybrid education, learning, and assessment: A reader; an overview of frameworks, issues and developments in light of COVID-19 and the way forward (IBE/2023/PI/02). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000387639
Vivanet, G. (2014). Sull'efficacia delle tecnologie nella scuola: analisi critica delle evidenze empiriche. Italian Journal of Educational Technology, 22(2), 95-100. https://doi.org/10.17471/2499-4324/146
Vuorikari, R., Kluzer, S., & Punie, Y. (2022). DigComp 2.2: The digital competence framework for citizens – With new examples of knowledge, skills and attitudes (EUR 31006 EN). Publications Office of the European Union. https://doi.org/10.2760/115376
##submission.downloads##
Pubblicato
Come citare
Fascicolo
Sezione
Licenza
Copyright (c) 2025 Viviana Vinci, Pierangelo Berardi, Carmela Paladino
Questo lavoro è fornito con la licenza Creative Commons Attribuzione - Non commerciale - Non opere derivate 4.0 Internazionale.
