Artificial Intelligence Literacy in Preservice Teacher Education: Developing Initial Competencies
DOI:
https://doi.org/10.15359/ree.30-2.21325Keywords:
Artificial Intelligence, Initial teacher education, Professional practice, teacher competencies, SDG 4, quality education, instructional designAbstract
Objective. To explore how preservice mathematics teachers demonstrate competencies in artificial intelligence based on an AI reference framework. Methodology. The study employed a qualitative exploratory-descriptive design. The sample consisted of 11 preservice mathematics teachers. Data were collected through self-learning modules implemented during the professional practicum, with rubrics used as assessment instruments. Participants’ responses, products, application proposals, and reflections on professional learning were analyzed qualitatively. Analysis of Results. The preservice teachers demonstrated competencies in the fundamentals and applications of artificial intelligence. They also expressed appreciation for assisted teaching and the design and integration of these tools into lesson plans and assessment instruments. Conclusions. Although the participants recognized the importance of using technology ethically, the study’s principal implication is the need to integrate artificial intelligence literacy with deeper ethical and pedagogical training, thereby creating dedicated spaces to critically address and analyze digital ethical dilemmas.
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