@article{ART003273535},
author={Lee, Seungmin},
title={Teachers’ Cognition of AI Technology Use in Elementary English Classes},
journal={Journal of Studies on Schools and Teaching},
issn={2508-156X},
year={2025},
volume={10},
number={3},
pages={89-113},
doi={10.23041/jsst.2025.10.3.005}
TY - JOUR
AU - Lee, Seungmin
TI - Teachers’ Cognition of AI Technology Use in Elementary English Classes
JO - Journal of Studies on Schools and Teaching
PY - 2025
VL - 10
IS - 3
PB - Education Research Institute at CNUE
SP - 89
EP - 113
SN - 2508-156X
AB - 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.
KW - elementary English classes;use of AI technology;teacher cognition;teaching expertise
DO - 10.23041/jsst.2025.10.3.005
ER -
Lee, Seungmin. (2025). Teachers’ Cognition of AI Technology Use in Elementary English Classes. Journal of Studies on Schools and Teaching, 10(3), 89-113.
Lee, Seungmin. 2025, "Teachers’ Cognition of AI Technology Use in Elementary English Classes", Journal of Studies on Schools and Teaching, vol.10, no.3 pp.89-113. Available from: doi:10.23041/jsst.2025.10.3.005
Lee, Seungmin "Teachers’ Cognition of AI Technology Use in Elementary English Classes" Journal of Studies on Schools and Teaching 10.3 pp.89-113 (2025) : 89.
Lee, Seungmin. Teachers’ Cognition of AI Technology Use in Elementary English Classes. 2025; 10(3), 89-113. Available from: doi:10.23041/jsst.2025.10.3.005
Lee, Seungmin. "Teachers’ Cognition of AI Technology Use in Elementary English Classes" Journal of Studies on Schools and Teaching 10, no.3 (2025) : 89-113.doi: 10.23041/jsst.2025.10.3.005
Lee, Seungmin. Teachers’ Cognition of AI Technology Use in Elementary English Classes. Journal of Studies on Schools and Teaching, 10(3), 89-113. doi: 10.23041/jsst.2025.10.3.005
Lee, Seungmin. Teachers’ Cognition of AI Technology Use in Elementary English Classes. Journal of Studies on Schools and Teaching. 2025; 10(3) 89-113. doi: 10.23041/jsst.2025.10.3.005
Lee, Seungmin. Teachers’ Cognition of AI Technology Use in Elementary English Classes. 2025; 10(3), 89-113. Available from: doi:10.23041/jsst.2025.10.3.005
Lee, Seungmin. "Teachers’ Cognition of AI Technology Use in Elementary English Classes" Journal of Studies on Schools and Teaching 10, no.3 (2025) : 89-113.doi: 10.23041/jsst.2025.10.3.005
