Concepciones, estrategias y emociones docentes frente al uso de IA
DOI:
https://doi.org/10.21703/rexe.v24i55.2991Keywords:
Artificial intelligence, critical incident, teaching emotions, teacher identity, university education.Abstract
The inclusion of artificial intelligence in the educational field has gained strength in recent years. For this research, two objectives have been considered: a) to understand the conceptions, strategies, and emotions experienced by graduate-level professors regarding the incorporation of AI in their teaching processes; and b) to analyze the opportunities that professors recognize in incorporating these tools into their educational practices. This is a qualitative study with a phenomenological design, analyzed through a dialogical model of teacher identity. An interview guide was applied to a total of 11 graduate-level professors from two private Peruvian universities. Among the results, initial adverse emotions, such as fear and distrust towards new technologies, stand out, although some professors are transforming their practices through the reflective adoption of AI. Recognizing and subsequently managing AI as contingencies or critical incidents facilitates the enrichment of educational strategies, which significantly contributes to the transformation of teacher identity and professional development. The contribution of this work lies in its novelty in deepening the emotions and conceptions of teachers towards AI and identifying its potential uses.
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Copyright (c) 2025 María de los Ángeles Sánchez Trujillo, Alexandra María González de Ramírez , Marianella Suárez Pizzarello
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