Perception on Artificial Intelligence of Dsominican Republic Pre service Teachers
DOI:
https://doi.org/10.5281/zenodo.17217320Keywords:
Perception, Attitude, Practices, Artificial Intelligence, Teacher Training, Teaching Practice.Abstract
Since its launch in November 2022, the use of generative artificial intelligence (GenAI) is transforming university learning, teaching, and research in all academic disciplines. Their use raises concerns and opportunities for university students and professors; hence, preservice teachers´ perspectives are essential for their successful implementation as learning and teaching tools. A contextualized analysis of preservice teachers’ attitudes is essential to understanding and guiding the successful and ethical integration of IGA in education. Despite its importance, there is a research gap in the Dominican Republic on how future teachers perceive, use, and value GenAI chatbots in their training and future professional practice. Therefore, this paper aims to analyze perceptions, practices, and attitudes toward the pedagogical use of GenAI chatbots among preservice teachers in the Dominican Republic. A correlational and cross-sectional study was conducted with 256 students of Teaching Practices, using a previously validated five- dimension questionnaire: perception of benefits and risks, practice, and attitude toward its use in Teaching Practices and professionally. Participants know the benefits and risks of using GenAI chatbots, use them to plan, search for, and design teaching strategies, and have a positive attitude toward their use in pre-service and in-service teaching practices. Additionally, the positive perception of the benefits of chatbots is associated with their use in pedagogical practice and a positive attitude toward GenIA. In contrast, risk perception is associated with lower use in practice and less favorable attitudes toward this technology. The findings have pedagogical and curricular implications; they can serve as a basis for designing IGA-based teaching strategies, identifying barriers and priority areas for teaching GenAI, and creating educational policies and regulations to promote its ethical, responsible, and effective use in teacher education in Dominican Republic.
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