Investigating Pre-Service English Teachers I-TPACK and Perceptions to Incorporate Generative Ai-Based Tools in Education: A Case Study in A Public University

DOI

10.2991/978-94-6463-589-8_51How to use a DOI?

Keywords

Generative Artificial Intelligence; Intelligent-Technological Pedagogical Content Knowledge (I-TPACK); Pre-Service English Teachers

Abstract

Generative Artificial Intelligence (Gen-AI) in the education sector is burgeoning with potential, but gaps in the literature remain. Assessing pre-service teachers’ knowledge and competencies in utilizing GEN-Gen-AI, along with factors affecting these and their perceptions towards GEN-Gen-AI, is essential. This study investigates the level of Intelligent-Technological Pedagogical Content Knowledge (I-TPACK) among pre-service English teachers, examining demographic differences (gender, year of enrolment, Gen-AI-based tools usage frequency) and perceptions of Gen-AI-based tools in future teaching. The study sampled 190 TESL students from a selected public university using purposive sampling. An online questionnaire adapted from Celik’s (2023) study was administered via Google Form, with data collected automatically. Descriptive and inferential statistics, including paired sample t-tests and one-way ANOVA analysis, were used to analyze the data. Findings indicated that pre-service teachers exhibit higher competencies in Technological Knowledge (TK) and Technological Content Knowledge (TCK) than in Technological Pedagogical Knowledge (TPK) and Technological Pedagogical Content Knowledge (TPACK). This disparity is attributed to their experience with Gen-Gen-AI tools for personal use and limited in-class teaching experience. Inferential analysis revealed no significant differences in I-TPACK levels by gender or year of enrolment. Recommendations for public universities include enhancing pre-service teachers’ competencies and readiness to incorporate Gen-Gen-AI tools in English classrooms and suggestions for future research.

Copyright

© 2024 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Johan Eddy Luaran
AU  - Ahmad Idham Abdillah
AU  - Nurul Nabila
AU  - Jasmine Jain
PY  - 2024
DA  - 2024/12/01
TI  - Investigating Pre-Service English Teachers I-TPACK and Perceptions to Incorporate Generative Ai-Based Tools in Education: A Case Study in A Public University
BT  - Proceedings of the International Conference on Innovation & Entrepreneurship in Computing, Engineering & Science Education (InvENT 2024)
PB  - Atlantis Press
SP  - 544
EP  - 554
SN  - 2352-538X
UR  - https://doi.org/10.2991/978-94-6463-589-8_51
DO  - 10.2991/978-94-6463-589-8_51
ID  - Luaran2024
ER  -