نقش هوش مصنوعی در بازتعریف دانش‌های مدرسان (TPACK): یافته‌هایی از نظریه داده‌بنیاد

نوع مقاله : ویژه‌نامه پاییز ۱۴۰۴

نویسندگان

1 دانشجو دکتری رشته برنامه ریزی درسی، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران.

2 دانشیار، گروه مطالعات برنامه درسی و آموزش، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران.

3 استاد، گروه مطالعات برنامه درسی و آموزش، دانشکده علوم تربیتی و روانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران.

10.30473/t-edu.2025.75670.1322

چکیده

پژوهش حاضر با هدف شناسایی ابعاد و مؤلفه‌های تدریس اثربخش مبتنی بر هوش مصنوعی در چارچوب مدل دانش محتوایی، پداگوژیکی و فناورانه (TPACK) و بر اساس تجارب اساتید و متخصصان آموزشی انجام شد. این مطالعه با رویکرد کیفی و بر اساس روش نظریه داده‌بنیاد با الگوی اشتراس و کوربین انجام شد. مشارکت‌کنندگان شامل ۱۹ نفر از اساتید دانشگاه، متخصصان و معلمان باتجربه در حوزه آموزش و یادگیری با فناوری‌های نوین بودند. نمونه‌گیری به‌صورت هدفمند از نوع گلوله‌برفی انجام گرفت. داده‌ها از طریق مصاحبه‌های نیمه‌ساختاریافته و تحلیل داده‌ها طی مراحل کدگذاری باز، محوری و انتخابی صورت گرفت. نتایج نشان داد که ادغام هوش مصنوعی در تدریس، ابعاد مختلف دانش معلم شامل دانش فناورانه (TK)، دانش پداگوژیکی (PK)، دانش محتوایی (CK) و همچنین تعاملات میان ‌بعدی مانند TPK، PCK و TCK را بازتعریف می‌کند. مؤلفه‌هایی چون شخصی‌سازی یادگیری، تسهیل تعامل آموزشی، بازنمایی مفاهیم دشوار و طراحی فعالیت‌های خلاقانه با مشارکت انسان و ماشین به‌عنوان عناصر اصلی تدریس اثربخش شناسایی شدند. علاوه بر این، چالش‌ها و نگرش‌های اخلاقی نظیر وابستگی بیش‌ازحد به فناوری، صحت محتوای تولیدی  و ضرورت حفظ تعامل انسانی نیز برجسته شد. تحلیل داده ها نشان داد که تحقق تدریس اثربخش با بهره‌گیری از هوش مصنوعی منوط به سه شرط بنیادین است: توانمندسازی حرفه‌ای معلمان، هم‌افزایی فناوری با رویکردهای فعال یادگیری  و طراحی چارچوب‌های اخلاقی و سیاست‌گذاری شفاف. این پژوهش با توسعه چارچوب TPACK در بافت هوش مصنوعی، ضمن ارائه بینش‌های نظری، راهبردهای عملی نیز برای ارتقای برنامه‌های تربیت معلم و سیاست‌گذاری آموزشی در زیست‌بوم‌های هوشمند فراهم می‌آورد.

کلیدواژه‌ها

عنوان مقاله [English]

The Role of Artificial Intelligence in Redefining Teacher s' Knowledge (TPACK): Findings from a Grounded Theory Study

نویسندگان [English]

  • Mehrnaz sadat Rezvanian 1
  • Hossein Jafari Sani 2
  • Morteza Karami 3
1 Ph.D student, Department of Curriculum Studies and Instruction, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
2 Associate Professor, Department of Curriculum Studies and Instruction, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
3 Professor, Department of Curriculum Studies and Instruction, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad, Mashhad, Iran.
چکیده [English]

The present study proposed to identify the dimensions and components of effective teaching with artificial intelligence (AI) within the framework of Technological Pedagogical Content Knowledge (TPACK), based on the experiences of university professors and educational experts. This research employed a qualitative approach using Grounded Theory with the Strauss and Corbin coding paradigm. Data was collected through semi-structured interviews with 19 professors and specialists in the field of education. The data were analyzed through open, axial, and selective coding. The results revealed that the integration of AI in teaching redefines teachers’ knowledge domains, including Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), and their intersections such as TPK, PCK, and TCK. Key components identified included personalized learning, enhanced instructional interaction, visualization of complex concepts, and the design of creative learning activities through human–machine collaboration. Moreover, ethical concerns such as overreliance on AI, the validity of generated content, and the necessity of preserving human interaction were highlighted. The study concludes that the success of effective AI-based teaching depends on three fundamental conditions: (1) professional development and empowerment of teachers, (2) synergy between AI technologies and active learning approaches, and (3) establishment of transparent ethical frameworks and responsible policies.  By expanding the TPACK framework in the context of AI, this research contributes both theoretically to the reconceptualization of teacher knowledge and practically to the design of teacher education programs and policy-making in smart learning ecosystems.

کلیدواژه‌ها [English]

  • Effective Teaching
  • Artificial Intelligence
  • Grounded Theory
  • TPACK
  • Teacher Professional Development

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فناوری و دانش پژوهی در تعلیم و تربیت
دوره 5، ویژه نامه پاییز - شماره پیاپی 18
"هوش مصنوعی و تحول در آموزش و یادگیری"
آذر 1404
صفحه 55-73

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سابقه مقاله

  • تاریخ دریافت: 11 شهریور 1404
  • تاریخ بازنگری: 06 مهر 1404
  • تاریخ پذیرش: 24 آبان 1404
  • تاریخ اولین انتشار: 28 آبان 1404
  • تاریخ انتشار: 01 آذر 1404

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