The Interrelation between Teachers’ Use of Artificial Intelligence and Professional Development
DOI:
https://doi.org/10.65168/bs.218-4Keywords:
Artificial Intelligence, Teachers’ Professional Development, Subject Area, Technical familiarityAbstract
This study investigates the professional development attitudes of natural science teachers regarding the use of Artificial Intelligence (AI) in education. It specifically examines how subject area and the level of teachers’ technical familiarity influence these attitudes in a systematic manner. A total of 316 teachers participated in the study, of whom 51 were natural science teachers. A five-point Likert-scale questionnaire was used, covering the use of AI tools, professional interest, and cognitive understanding. The data were analyzed using t-tests, chi-square tests, K-means clustering, and TPI-AI index analysis. The findings indicate that natural science teachers tend to use AI tools more effectively and show clear advantages in teaching methods, willingness to participate in training, and professional attitudes. Furthermore, teachers familiar with AI were more critical and attentive to ethical issues, suggesting that their attitudes are more advanced. This study extends the theoretical framework of technology acceptance in education within the context of TPACK and the diffusion of innovations theory, providing evidence-based support for developing AI training policies targeted at natural science teachers.
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