Korean in-Service Teachers’ Perceptions of Implementing Artificial Intelligence (AI) Education for Teaching in Schools and Their AI Teacher Training Programs

Abstract

Previous studies have mostly focused on Artificial Intelligence (AI) education from students’ perspectives. However, it is necessary to understand teachers’ perceptions of AI convergence education because they are essential personnel for K-12 education. To fill the gap in the literature, this study aims to understand in-service teachers’ perceptions regarding AI education for teaching in schools and their AI teacher training programs. Data collection included an online survey (n = 20) and a focus group interview (n = 4). The survey investigated teachers’ perceptions of AI education for teaching within the educational setting, while the focus-group interview explored teachers’ perceptions of AI teacher training programs. Survey results showed that teachers hold favorable attitudes toward AI education for teaching and future use. The interview findings reveal the advantages and disadvantages of AI teacher training programs. Although most participating teachers expressed satisfaction, there was a notable call for a more practice-oriented curriculum. Specifically, the respondents found that many theory-centric courses failed to offer applicable skills or knowledge for real-world classroom settings. The results from this study have novelty and uniqueness in that understanding teachers’ perspectives of AI convergence education for K-12 is essential for teacher education programs. Thus, this study can provide valuable insights and suggestions to structure teacher professional development more effectively in AI convergence education, particularly within diverse higher educational contexts.