Exploring Key Competencies and Professional Development of Music Teachers in Primary Schools in the Era of Artificial Intelligence

Xian Zhao,Shanqin Liu,Zhenjie Guo,Punit Gupta

doi:10.1155/2021/5097003

Xian Zhao, Shanqin Liu + Show 2 more

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https://doi.org/10.1155/2021/5097003

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Abstract

Artificial intelligence (AI) has introduced new era elements to the connotation of key competencies and professional development of music teachers in primary schools. The education management department in the AI era has flawed systems for the professional development of music teachers in primary schools. To assist music teachers in primary schools fulfill the development needs of the development of the times and enhance the quality of music education in primary schools, the status and income of music teachers in primary schools warrant improvement, and the system should be upgraded to promote the implementation of key competencies. Moreover, the related system construction of music teachers in primary schools should be reinforced by rationally arranging teachers, workload and creating a teacher learning community, in order to guide schools to provide a suitable environment for teachers, key competencies and professional development. Furthermore, methods like strengthening teachers, awareness of independent development and augmenting professional identity should be adopted to prompt teachers to comprehensively enhance their key competencies and professional development.

Highlights

Under the current background of artificial intelligence (AI) and “Internet +” and the deep integration of education and teaching [1, 2], key competencies [3, 4] and professional development [5,6,7] of music teachers in primary schools have garnered significant attention
Gunawan et al described the competency enhancement program for science teacher that assisted by AI in designing higher-order thinking skills (HOTS)-based integrated science learning, which help to improve teachers’ professional development [11]
By designing the question “What do you think of the relationship between three-dimensional goals and key competencies”, 106 teachers (94.64% of the surveyed population) believed that the two were closely related and could promote each other, indicating that most teachers had a certain degree of awareness of the concepts and internal connections of these two things

Summary

Introduction

Under the current background of artificial intelligence (AI) and “Internet +” and the deep integration of education and teaching [1, 2], key competencies [3, 4] and professional development [5,6,7] of music teachers in primary schools have garnered significant attention. Pomsta proposed that AI as a methodology for supporting teacher training and continuous professional development was of great help to enhance teachers’ professional skills and professional practice [10]. Gunawan et al described the competency enhancement program for science teacher that assisted by AI in designing higher-order thinking skills (HOTS)-based integrated science learning, which help to improve teachers’ professional development [11]. Wu et al proposed that video teaching reflection was the main method for teacher education and teachers’ professional development.

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