The aim of the article is to make explicit the teaching competences required in the age of AI, highlighting which dimensions of teachers’ professional practice are particularly challenged by the innovations introduced by generative forms of artificial intelligence, both among students and teachers. This articulation is organized around five areas of teaching: instructional design, transposition, personalization and differentiation, appropriation of knowledge, and the recognition of oneself as an “unfinished teacher.” The methodology used is the analysis of narrative accounts provided by 40 teaching experts—teachers from different subjects who took part, from September to December 2024, in a professional development course conducted by the authors at the Liceo Avogadro in Biella. In this case, therefore, the research does not start from AI itself but, rather, by reversing the perspective, begins with teachers’ pedagogical competences. The teacher, understood also as an “unfinished” being who is constantly in search and situated within their own time, is thus recognized as an expert in teaching and, from this standpoint, confronted with the novelties introduced by AI.
The aim of the article is to make explicit the teaching competences required in the age of AI, highlighting which dimensions of teachers’ professional practice are particularly challenged by the innovations introduced by generative forms of artificial intelligence, both among students and teachers. This articulation is organized around five areas of teaching: instructional design, transposition, personalization and differentiation, appropriation of knowledge, and the recognition of oneself as an “unfinished teacher.” The methodology used is the analysis of narrative accounts provided by 40 teaching experts—teachers from different subjects who took part, from September to December 2024, in a professional development course conducted by the authors at the Liceo Avogadro in Biella. In this case, therefore, the research does not start from AI itself but, rather, by reversing the perspective, begins with teachers’ pedagogical competences. The teacher, understood also as an “unfinished” being who is constantly in search and situated within their own time, is thus recognized as an expert in teaching and, from this standpoint, confronted with the novelties introduced by AI.
Declinare le competenze didattiche al tempo dell’IA, attraverso le narrazioni delle pratiche dei docenti - Adapting teaching skills in the age of AI through narratives of teachers' practices
Marangi, Michele
Writing – Review & Editing
;Pasta, Stefano
Writing – Review & Editing
;
2024-01-01
Abstract
The aim of the article is to make explicit the teaching competences required in the age of AI, highlighting which dimensions of teachers’ professional practice are particularly challenged by the innovations introduced by generative forms of artificial intelligence, both among students and teachers. This articulation is organized around five areas of teaching: instructional design, transposition, personalization and differentiation, appropriation of knowledge, and the recognition of oneself as an “unfinished teacher.” The methodology used is the analysis of narrative accounts provided by 40 teaching experts—teachers from different subjects who took part, from September to December 2024, in a professional development course conducted by the authors at the Liceo Avogadro in Biella. In this case, therefore, the research does not start from AI itself but, rather, by reversing the perspective, begins with teachers’ pedagogical competences. The teacher, understood also as an “unfinished” being who is constantly in search and situated within their own time, is thus recognized as an expert in teaching and, from this standpoint, confronted with the novelties introduced by AI.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
