In search of artificial intelligence (AI) literacy in teacher education: A scoping review
Linköping University · Stockholm University
Abstract
Artificial Intelligence (AI) literacy has recently emerged on the educational agenda raising expectations on teachers’ and teacher educators’ professional knowledge. This scoping review examines how the scientific literature conceptualises AI literacy in relation to teachers’ different forms of professional knowledge relevant for Teacher Education (TE). The search strategy included papers and proceedings from 2000- to 2023 related to AI literacy and TE as well as the intersection of AI and teaching. Thirty-four papers were included in the analysis. The Aristotelian concepts episteme (theoretical-scientific knowledge), techne (practical-productive knowledge), and phronesis (professional judgement) were used as…
Citation impact
- FWCI
- 115.26
- Percentile
- 100%
- References
- 110
Authors
6Topics & keywords
- Literacy
- Psychology
- Mathematics education
- Computer science
- Pedagogy
- Artificial intelligence
- Quality Education