Transforming Teacher Education in Developing Countries: The Role of Generative AI in Bridging Theory and Practice
Project Overview
The document examines the transformative role of Generative AI (GenAI) in education, particularly in developing countries such as Ghana, where it can address significant challenges like reliance on traditional content-based teaching and standardized assessments. It posits that GenAI can relieve educators of the burdens associated with content knowledge acquisition, enabling them to concentrate on pedagogical modeling and performance-based assessments. This integration is viewed as a way to bridge the divide between educational theory and practice, enhance the skills of pre-service teachers (PSTs), and align educational outcomes with workforce demands, potentially reducing unemployment rates. Nonetheless, the document cautions against the misuse of GenAI, which may detract from critical thinking and creativity development. It advocates for a carefully scaffolded approach to the implementation of GenAI in educational settings and highlights the necessity for empirical research to inform its responsible integration, ensuring that the benefits of GenAI are realized without compromising essential educational values.
Key Applications
Generative AI tools like ChatGPT for content support and pedagogical modeling.
Context: Teacher education programs in developing countries, focusing on pre-service teachers (PSTs).
Implementation: Integrating GenAI into teacher education curricula to support content knowledge acquisition and enhance pedagogical practices.
Outcomes: Improved content knowledge, enhanced teaching resources, and a shift towards pedagogical modeling and performance-based assessments.
Challenges: Concerns about over-reliance on GenAI, accuracy of AI-generated content, limited training for educators, and ethical considerations.
Implementation Barriers
Institutional
Inadequate training and experience among teacher educators in innovative pedagogies, along with resistance to change rooted in traditional teaching practices.
Proposed Solutions: Continuous professional development (PD) sessions aimed at improving teaching practices and encouraging engagement with new pedagogical approaches.
Time/Resource
High course loads and limited time available for teacher educators to implement innovative teaching methods, exacerbated by administrative burdens.
Proposed Solutions: Reducing administrative burdens and providing more time for pedagogical modeling.
Resource
Lack of access to resources and infrastructure needed for active learning, including technological resources.
Proposed Solutions: Investment in technological resources and infrastructure improvements.
Project Team
Matthew Nyaaba
Researcher
Contact Information
For information about the paper, please contact the authors.
Authors: Matthew Nyaaba
Source Publication: View Original PaperLink opens in a new window
Project Contact: Dr. Jianhua Yang
LLM Model Version: gpt-4o-mini-2024-07-18
Analysis Provider: Openai