Preparing educators for the AI-enhanced future: Insights from a teacher professional development for K-12 education in Singapore

Abstract

The integration of Artificial Intelligence (AI) in education has underscored the urgent need to equip educators with essential AI literacy and related competencies. This paper highlights the critical importance of advancing research on the development of teachers' AI literacy, particularly through targeted professional development programs. To address this need, the study piloted a training program involving 19 mid-career teachers in Singapore. Over the course of six weeks, participants engaged in an intensive 18-hour program designed to enhance their ability to integrate AI into educational practices, with a strong emphasis on ethical considerations. Mixed methods were employed. Data collection included pre-and post- intelligent Technological Pedagogical Content Knowledge (TPACK) surveys, teachers’ perceptions on AI, in-class group discussions, and post-individual written assignments. Data analyses included content analysis and quantitative data analysis. The results showed a significant enhancement in i-TPACK, accompanied by a shift in their overall perceptions of AI. The teachers not only acquired a good understanding of ethical frameworks but also demonstrated adept application in envisioning innovative AI in teaching, schools, and assessment. They formulated tailored action plans for implementing AI in their respective schools. Furthermore, the study employed a novel analytical matrix based on the Aristotelian tripartite division of knowledge—episteme, techne, and phronesis—to compare action plans between teachers with higher and lower perceived i-TPACK levels, focusing on AI’s application in teaching, schools, and assessment. This study contributes valuable insights into teacher professional development concerning AI in education and informs the implementation of AI in teaching practices.