New publication explores the role of generative AI in STEM teacher education
How do we prepare future science teachers for classrooms where Generative AI tools are everywhere? That question inspired a 4TU.CEE TU/e -funded project including evaluative research with the aim of redesigning courses. The research explored how generative AI like ChatGPT could be meaningfully included in STEM teacher education. The study focused on how students and educators currently understand and use these tools, and what support or policy guidance they feel is needed.
The researchers interviewed 25 teacher-educators and 17 student-teachers in science education across the 4TU teacher education institutes resulting in a clear finding: student-teachers tend to have more experience with GenAI than their lecturers and are keen to explore its potential for learning and teaching. Educators, on the other hand, often feel less informed or hesitant about its use. Both groups agree on the need for guidance, not only technical, but also ethical and pedagogical.
The project has resulted in publication, where the full findings are discussed. The open-access paper is available through the project page on the Innovation Map.
Students rely on the teacher education institutes to come up with the uses and boundaries for using GenAI. The students in the 4TU teacher training programs are used to discussing education with their teachers and they expect the same for setting 'rules' for using GenAI within the program itself. The insights gathered can help shape how STEM teacher education addresses the role of GenAI, for example by developing balanced policies and embedding it purposefully in the curriculum.