Thematic Analysis to Explore Teachers' Expectations on Professional Development Programs for Artificial Intelligence

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Abstract

As AI technologies become integral to classrooms, recent studies highlight the importance of developing AI-focused professional development (AIPD) for teachers. This study explores teachers’ expectations for AIPD programs through thematic analysis of 543 Chinese in-service teachers’ responses to an open-ended question, guided by Darling-Hammond et al.’s (2017) framework. Nine themes emerged, with seven aligning with the framework’s principles—emphasizing practical alignment, hands-on learning, personalized plans, and ethical integration—and two extending it: Policy Support and Others. Findings highlight the need for practical, teacher-centered AIPD with systemic backing. Despite limitations in sample diversity and reliance on a single question, this study informs AIPD design by prioritizing teachers’ needs, offering implications for creating impactful programs that enhance AI integration in education.

Authors

• Juan Li, The Education University of Hong Kong

• Lingyun Huang, The Education University of Hong Kong

• Lan Yang, Education University of Hong Kong