AI 시대 교사의 역할에 대한 예비교사들의 인식 탐색

Abstract

Objectives The purposes of this study is to analyze the view of pre-service teachers’ about teacher’s role in the AI era.
 Methods For this, reflective writing was used for 101 pre-service teachers who were enrolled university located in D metropolitan.
 Results Pre-service teachers predicated that AI’s influence on school education would increase in the future society. As a result, they concerned about excessive dependence on AI, fairness in evaluation and individualism while there were positive aspect of individualized education for learners, reducing teachers’ work and reducing the academic gap between students. Pre-service teachers recognized that teachers were who guide students to the human life by understanding and empathizing for them with a sense of duty in education and that AI could never replace them. They thought that teachers in future society should play the role of class planners, AI administrators, sympathetic leaders, guides to community life, and persons who develop critical thinking skills of students.
 Conclusions Frist, Pre-service teachers positively recognize the need for school change due to social change and show their’s subjective appearance as subjects for school change. Second, focusing on the ambivalence of AI in-fluence on education, they define the role of teacher in terms of ethics aspect, focusing on humanity. Third, it can be seen that pre-service teachers have a self-reflection aspect, in that they define the identity of teachers through understanding and empathy of the relationship between teachers and students. Forth, Pre-service teachers suggest what the educational direction schools should be by defining the desirable human life is com-munity life.