With the rapid advancement of AI and digital technologies, discussions have intensified in educational settings regarding the essential competencies and evolving roles that future teachers are expected to possess. Accordingly, this study employed Q methodology to classify the subjective perceptions of pre-service secondary school teachers regarding the roles and competencies of teachers in the AI and digital era, and to analyze the distinctive characteristics of each type. A total of 33 Q statements, developed through a literature review, were presented to a P sample of 58 pre-service secondary school teachers for sorting. Factor analysis using PQMethod 2.35 software identified five distinct perception types. Type I, the Teacher Facilitating Learners’ Competency Development, emphasizes fostering learners’ self-directedness and critical thinking. Type II, the Teacher Centered on Emotion and Empathy, values emotional interaction and empathy with learners. Type III, the Teacher Engaged in Critical Reflection on AI, emphasizes engaging in critical reflection on the societal implications of AI. Type IV, the Teacher Seeking a Balance of Competencies, values the balanced cultivation of diverse competencies. Finally, Type V, the Teacher Committed to Self-Directed Professional Growth, regards continuous personal adaptation and development as core values. The findings of this study may serve as a valuable foundation for guiding the direction of future teacher education and formulating related educational policies.

Authors:
Minwoo Kim, Pusan National University, South Korea
Hyunji Kim, Pusan National University, South Korea

About the Presenter(s)
My name is Minwoo Kim, and I am a doctoral candidate in Educational Methods and Processes at the Department of Education at Pusan ​​National University.

See this presentation on the full schedule – Saturday Schedule

Bookmark