Lärares attityder till artificiell intelligens : Universitetslärares syn på artificiell intelligens på lärarprogrammet

Sammanfattning

Background: This study investigates the attitudes of teachers in teacher education programs towards the implementation of artificial intelligence (AI) in higher education. AI has garnered significant attention in recent years, especially following the launch of ChatGPT. AI has also experienced rapid growth and integration in educational contexts, where there is a lack of understanding of teachers' attitudes towards the role of this technology in teaching. Teachers' opinions are central to gaining an understanding of the extent to which AI should be used or not. Purpose and research question: The purpose of this work is to investigate teachers' attitudes towards the use of artificial intelligence in teacher education. Since attitudes have a significant impact on behavior, this work aims to examine whether teachers choose to incorporate AI into their teaching for students in teacher education programs or not. The research question is therefore: How can university teachers' attitudes towards artificial intelligence support or hinder the use of AI in teacher education? Method: The research design of the study employs a qualitative approach with a cross-sectional design. The research perspective in the study is hermeneutic, employing an inductive approach to further develop the hermeneutic approach and thereby create additional understanding. The empirical data has been collected through ten semi-structured interviews with university teachers from a Swedish university. Finally, grounded theory was utilized as the analysis method, where we employed our own analysis model to analyze our empirical data. Conclusion: The conclusions of this study encompass three main factors influencing university teachers' attitudes towards AI in education: relevance, concern, and knowledge. Despite initial concerns, the results indicate an overall positive attitude, with variations depending on the subject and level of expertise. The initial concerns primarily revolved around cheating and overuse, as well as a lack of knowledge negatively impacting teachers' attitudes. Knowledge about AI and its relevance in education appear to be significant factors shaping teachers' attitudes towards its usage.