Artificial intelligence and teacher education: challenges and possibilities for pedagogical practice in basic education
DOI:
https://doi.org/10.55892/jrg.v9i20.3450Keywords:
Artificial Intelligence, Teacher Education, Pedagogical PracticeAbstract
The increasing integration of Artificial Intelligence (AI) into various sectors of society has brought significant transformations to the educational field, particularly regarding teacher education and pedagogical practices developed in basic education. In this context, this article aimed to analyze, through a literature review, the challenges and possibilities of Artificial Intelligence for teacher education and its contributions to pedagogical practice in basic education. Methodologically, this is a qualitative bibliographic study based on national and international scientific publications addressing the relationship between Artificial Intelligence, education, and teacher training. The findings indicate that AI has the potential to promote personalized learning, support pedagogical planning, optimize assessment processes, and expand access to knowledge. However, the literature also highlights challenges related to teacher training, ethical issues in the use of technology, data privacy, and the need to develop digital competencies. It is concluded that the effective integration of Artificial Intelligence into educational processes depends on the development of critical pedagogical practices, continuous teacher professional development, and the implementation of educational policies that ensure the responsible and human-centered use of these technologies in school environments.
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