Shifting Minds or Reinforcing Myths? Empirical Insights into AI-related Affective Changes Among Future Technology Teachers

• In Event: Constructing Futures with Technology: Digital Literacies, AI Integration, and Transformative Teacher Preparation

Abstract

This study examines changes in technology acceptance, epistemological beliefs, and motivation toward AI among pre-service vocational teachers in a 15-week seminar. Grounded in the understanding of Blömeke et al. and the DigCompEdu-Framework, the seminar promotes the use of AI both from a technological and didactical perspective. Using a mixed-methods approach, longitudinal quantitative data on affective variables of vocational teacher students were collected, alongside qualitative data in the form of weekly reflections. Results indicate an increase in the acceptance of AI, nuanced shifts in epistemological beliefs, and a slight change from intrinsic towards extrinsic motivation. This study contributes to the urgent need for AI-integration into teacher education, emphasizing the importance of reflective and theory-informed approaches to prepare educators for future demands.

Authors

• Mats Vernholz, Paderborn University

• Johannes Schäfers, Paderborn University

• Gabriela Jonas-Ahrend, Paderborn University

• Katrin Temmen, Paderborn University