[论文解读] Transforming Teachers' Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices

Xiaoming Zhaı|arXiv (Cornell University)|Oct 3, 2024

Online Learning and Analytics被引用 9

一句话总结

提出一个概念框架，概述 GenAI 如何重塑教师的角色与能动性，分为 Observer、Adopter、Collaborator、Innovator，由感知、接受度、知识和实践驱动。

ABSTRACT

This paper explores the transformative impact of Generative Artificial Intelligence (GenAI) on teachers' roles and agencies in education, presenting a comprehensive framework that addresses teachers' perceptions, knowledge, acceptance, and practices of GenAI. As GenAI technologies, such as ChatGPT, become increasingly integrated into educational settings, teachers are required to adapt to evolving classroom dynamics, where AI plays a significant role in content creation, personalized learning, and student engagement. However, existing literature often treats these factors in isolation, overlooking how they collectively influence teachers' ability to effectively integrate GenAI into their pedagogical practices. This paper fills this gap by proposing a framework that categorizes teachers into four roles -- Observer, Adopter, Collaborator, and Innovator -- each representing different levels of GenAI engagement, outlining teachers' agencies in GenAI classrooms. By highlighting the need for continuous professional development and institutional support, we demonstrate how teachers can evolve from basic GenAI users to co-creators of knowledge alongside GenAI systems. The findings emphasize that for GenAI to reach its full educational potential, teachers must not only accept and understand its capabilities but also integrate it deeply into their teaching strategies. This study contributes to the growing literature on GenAI in education, offering practical implications for supporting teachers in navigating the complexities of GenAI adoption.

研究动机与目标

• 解决缺乏一个将教师对 GenAI 在教育中的感知、接受、知识与实践联系起来的整体框架的问题。
• 提出一个四阶段框架（Awareness, Exploration, Integration, Innovation），映射到四个教师角色（Observer, Adopter, Collaborator, Innovator）。
• 突出需要持续的专业发展和制度支持，使教师能够与 GenAI 共同创造。
• 解释 GenAI 如何在超越传统技术采用的层面改变内容创作、个性化和课堂动态。

提出的方法

• 综合现有关于教育中 GenAI 的文献，以识别对教师角色与能动性的理解差距。
• 基于技术接受与扩散模型（TAM/UTAUT）建立一个概念框架，用以对阶段与角色进行分类。
• 定义四个阶段（Awareness, Exploration, Integration, Innovation）及相应角色（GenAI Observer, Adaptor, Integrator, Innovator）。
• 讨论 GenAI 对教师和学生在伦理、教学与关系方面的影响。

实验结果

研究问题

• RQ1 GenAI 如何影响课堂中教师的角色和能动性？
• RQ2 教师对 GenAI 的感知、接受、知识与实践如何互动以影响课堂整合？
• RQ3 哪一个四阶段框架最好地揭示了教师在 GenAI 作用下角色的转变（Observer, Adopter, Collaborator/Integrator, Innovator）？
• RQ4 使教师在该框架中前进所需的实际意义与支持需求（专业发展、政策）是什么？

主要发现

• 提出一个四阶段框架，将 GenAI 的整合与四个教师角色相关联：Observer, Adopter, Collaborator/Integrator, Innovator。
• 显示 awareness、exploration、integration、innovation 与在 GenAI 支持的课堂中日益提升的参与度、知识、接受度和领导力对应。
• 认为成功的 GenAI 整合需要持续的专业发展和制度支持，以超越表层使用。
• 强调 GenAI 将内容创作和个性化从教师转向协作过程，同时保留独特的人类教学角色。
• 强调需要重新构建理论模型（超越传统的 TPACK），以捕捉 GenAI 在教育学中的变革潜力。