초등영어 수업에서 AI 기술 활용에 대한 교사의 인식 = Teachers’ Cognition of AI Technology Use in Elementary English Classes

다국어 초록 (Multilingual Abstract)

Teachers’ cognition, defined as the dynamic interplay between knowledge and beliefs about its application, plays a critical role in shaping teaching and learning. This study investigated teachers’ cognition of AI technology use in elementary English classes, with a focus on its sources, the influence of knowledge on belief formation, and changes resulting from professional learning. Teachers’ professional expertise was analyzed across two domains — elementary English teaching expertise and AI technology integration expertise — each examined in terms of knowledge and beliefs. Participants were 70 pre-service teachers and in-service teachers enrolled in a training program on AI-based English education. Data were collected through surveys, open-ended responses, and in-depth interviews. The findings indicated that, prior to professional learning, pre-service teachers demonstrated higher levels of AI integration expertise, whereas in-service teachers showed stronger English teaching expertise. With respect to beliefs, pre-service teachers expressed more positive views of AI use, while in-service teachers were more confident in English teaching but more cautious toward AI integration. Knowledge was found to significantly shape beliefs, with integrated knowledge domains (e.g., AI-TPACK) exhibiting the strongest associations. Professional learning, particularly lesson planning and teaching practice, proved essential in enhancing both knowledge and beliefs, exceeding the limited impact of lecture-based learning. These results highlight the importance of practice-based professional learning in strengthening teacher expertise and advancing AI-driven educational innovation.