Abstract
Now that global attention is paid to AI education, China is aggressively implementing AIeducation for teachers at the government level. China which induced AI education early to theregular curriculum is producing teachers through teacher training and re-education courses. Thisstudy investigated the introduction and current status of teacher AI education in China mainlywith both nonconfidential and confidential documents and analyzed the characteristics of it. Inthat process, this researcher examined problems related with teacher supply and demand andthe policy of flexibility in different school levels and also analyzed feasibility and problemsassociated with the placement of applicants for teacher training and the plan to appointnonregular teachers. Korea requires a systematic approach to expanding AI education andtraining related teachers from now on. To reduce problems that may occur in it, this authorintended to derive implications from the cases in China regarding the sufficient input ofbudgets, the matter of political use, teachers’ voluntary participation and support from theMinistry of Education, or connection with career education. This study was written mainlythrough literature review, but expert interviews were done, too, partly.
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