GENERATIVE ARTIFICIAL INTELLIGENCE IN CONTINUING TEACHER EDUCATION: CHALLENGES AND POSSIBILITIES FOR TRANSFORMING PEDAGOGICAL PRACTICES

Abstract

This article analyzes the contributions, impacts, and challenges of artificial intelligence (AI) for teachers’ professional development, considering its implications for pedagogical practices and educational innovation processes. It is based on the understanding that the expansion of generative artificial intelligence has introduced new possibilities for lesson planning, the production of teaching materials, information organization, and the diversification of teaching strategies, while also raising issues related to authorship, professional autonomy, ethics, privacy, data protection, and information reliability. Methodologically, the study adopts a qualitative, exploratory, and descriptive approach based on bibliographic research and the analysis of scientific publications addressing artificial intelligence, teacher education, and educational innovation. The analysis highlights the need for continuous professional development processes that go beyond the instrumental use of technological tools and promote technological, pedagogical, critical, and ethical competences. AI is considered capable of contributing to the transformation of educational practices, provided that its use is grounded in pedagogical intentionality and preserves teachers’ professional autonomy. The study concludes that the responsible integration of artificial intelligence into education requires continuing teacher education, critical reflection, and appropriate institutional conditions, while maintaining teachers as central agents in knowledge mediation and pedagogical decision-making.