生成式AI作为学习伙伴和教学助手：预服务教师的使用与态度
Generative AI as a Learning Buddy and Teaching Assistant: Pre-service Teachers' Uses and Attitudes
AI总结：
本研究探讨了全球南方预服务教师使用生成式AI作为学习伙伴和教学助手的情况，发现其使用频率与年级和班级水平相关，但性别无关，同时指出高数据成本等挑战限制了更频繁的使用。
摘要：
本横断面研究探讨了全球南方的预服务教师在面临基础设施障碍（如有限的网络接入和高昂的数据成本）时，如何在学术和教学任务中使用生成式人工智能。研究调查了来自加纳四所教师教育机构的167名预服务教师。通过描述性统计和推断分析，包括多元和有序逻辑回归，研究分析了GenAI使用的模式。研究发现，预服务教师将GenAI作为学习伙伴，用于查找阅读材料、获取详细内容解释和识别实际例子。他们还利用GenAI作为教学助手，用于教学准备任务，包括生成教学资源、识别评估策略和制定教学目标。使用模式表明，第三和第四年的学生比早期年级的学生有更高的GenAI使用频率。性别不是GenAI采纳的显著预测因素，与班级级别和年龄相反。参与者报告了对GenAI的积极态度，认为它支持自主学习并减少对同伴和教师在日常学术和教学活动中的依赖。然而，高数据成本、GenAI输出的偶尔不准确性以及对学术不端行为的担忧被识别为限制更频繁使用的因素。研究建议在教师教育项目中整合GenAI素养，重点是伦理和负责任的AI使用，以支持全球南方的公平采用。
英文摘要：
This cross-sectional study investigates how preservice teachers in the Global South engage with Generative Artificial Intelligence across academic and instructional tasks while navigating infrastructural barriers such as limited internet access and high data costs. The study surveyed 167 preservice teachers from four teacher education institutions in Ghana. Descriptive statistics and inferential analyses, including multiple and ordinal logistic regressions, were used to examine patterns of GenAI use. Findings show that preservice teachers rely on GenAI as a learning companion for locating reading materials, accessing detailed content explanations, and identifying practical examples. They also use GenAI as a teaching assistant for tasks related to lesson preparation, including generating instructional resources, identifying assessment strategies, and developing lesson objectives. Usage patterns indicate that students in their third and fourth years have significantly higher frequencies of GenAI use compared to those in earlier years. Gender was not a significant predictor of GenAI adoption, in contrast to class level and age. Participants reported positive attitudes toward GenAI, noting that it supports autonomous learning and reduces dependence on peers and instructors for routine academic and teaching activities. However, challenges such as high data costs, occasional inaccuracies in GenAI outputs, and concerns about academic dishonesty were identified as factors that limit more frequent use. The study recommends the integration of GenAI literacy in teacher education programs, with a focus on ethical and responsible AI use to support equitable adoption in the Global South.
机构、总结、中文摘要均由AI分析而来，可能存在错误，请以论文正文为准。
