Experience of Academia with Artificial Intelligence as Adaptive Pedagogy

Abstract

This qualitative research investigates the experiences, perceptions, and challenges associated with the integration of artificial intelligence (AI) into teacher education. Through semi-structured interviews with a diverse group of educators, this study investigates teachers' experiences, perceptions, and challenges associated with the adoption of artificial intelligence (AI). The research aims to explore the potential influence of AI on teaching practices, student learning, and the overall effectiveness of teaching practices through narrative inquiry method. The findings reveal that teachers generally perceive AI positively, with many expressing enthusiasms for its potential to enhance teaching practices and individualize instruction for students. Teachers' experiences in implementing AI-powered tools vary. While some teachers have successfully integrated AI tools into their teaching practices. However, others face challenges such as difficulties using the tools or providing adequate support for differentiated instruction. Some teachers express concerns about the potential for AI to dehumanize education and exacerbate existing biases. The research suggests both the potential of AI to positively impact teacher education, student learning, and engagement, alongside challenges associated with its implementation. Addressing these challenges is crucial to ensuring effective AI integration into the field of teacher education.