Speaker
Description
The rapid integration of artificial intelligence (AI) into education is reshaping how teachers learn, teach, and develop professionally. While the Technological Pedagogical Content Knowledge (TPACK) framework has long guided research on teachers’ integration of technology, it has been critiqued for underrepresenting the affective and human dimensions of teaching. In response, the emerging TAPACK framework extends TPACK by incorporating affective factors such as emotions, identity, and agency. However, empirical validation of TAPACK, particularly in AI-mediated and transnational contexts, remains limited.
This study investigates how AI tools support the professional growth of Vietnamese pre-service teachers participating in a transnational teaching practicum in Thailand. Drawing on TAPACK as the theoretical framework, the research explores how AI mediates teachers’ pedagogical decision-making, emotional experiences, and evolving professional identities. A qualitative research design was employed, involving semi-structured pre- and post-practicum interviews with twelve participants. Thematic analysis was used to identify key patterns in how AI contributed to both cognitive and affective dimensions of teacher development.
Findings reveal that AI functions as both a cognitive scaffold and an affective support, enhancing lesson planning, instructional adaptability, and reflective practice. At the same time, tensions emerged around over-reliance, authenticity, and teacher agency. Importantly, the study highlights the role of AI in shaping teachers’ confidence and identity in unfamiliar, cross-cultural teaching environments.
This study contributes to the growing body of research on AI in teacher education by providing empirical support for the TAPACK framework and offering insights into how teacher education programs can integrate AI in a human-centred and context-sensitive manner. Implications are discussed for designing AI-informed teacher training, particularly in transnational and multilingual contexts.
I believe that this proposal aligns closely with the conference theme, particularly in relation to human-centred AI integration, teacher-AI collaboration, and teacher education in AI-informed pedagogy.
Biography
Nguyen Bich Dieu earned her Master’s degree in Applied Linguistics from the University of Queensland, Australia, and received her Ph.D. in TESOL from University of Malaysia Sabah, Malaysia. She is currently Acting Dean of Faculty of Foreign Language Teacher Education at the University of Foreign Language Studies – the University of Danang, Vietnam. Her research interests focus on the integration of ICT and AI in English language teaching and learning, as well as teacher education and professional development.
| Affiliate type | University |
|---|