TEACHER EDUCATION FOR THE ETHICAL AND PEDAGOGICAL USE OF ARTIFICIAL INTELLIGENCE
DOI:
https://doi.org/10.63330/aurumpub.067-050Keywords:
Artificial Intelligence, Digital competencies, Ethics, Pedagogical mediation, Teacher educationAbstract
The expansion of Artificial Intelligence, especially generative AI tools, has introduced new possibilities and challenges into educational processes, requiring teachers to develop knowledge that goes beyond the instrumental use of technologies. In this context, this chapter aims to discuss principles and competencies required for teacher education focused on the ethical, critical, and pedagogically intentional use of Artificial Intelligence in education. This theoretical and bibliographic study draws on research on teacher education, digital technologies, and Artificial Intelligence in Education, as well as international documents that guide its responsible use. It argues that AI-related teacher education should integrate digital fluency, pedagogical knowledge, critical capacity, teacher mediation, and ethical responsibility, preparing educators not merely to operate tools but to decide when their use is educationally appropriate, assess the reliability of AI-generated outputs, preserve student authorship and autonomy, and recognize risks related to bias, privacy, and technological dependence. The chapter therefore advocates a model of teacher education that preserves human agency and subordinates the possibilities of AI to educational purposes.
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