Acceso usuarios
Liana Mercedes Torres Casierra, Karen Shirley López Gil, Carlos Alberto Mayora Pernía
Generative Artificial Intelligence (GAI) tools have had a major impact in English Language Teaching (ELT). Thus, there is a dire need to understand how teachers are using and integrating GAI in different contexts and educational settings. Alongside, the Technological Pedagogical Content Knowledge (TPACK) model has been widely used to frame teachers' integration of this technology. The current study aimed to describe the knowledge, integration and use of GAI tools from a sample of English teachers from different educational levels in Colombia, a context less frequently studied in this emerging area of knowledge. A quantitative approach was adopted, using a non-experimental, cross-sectional design. A questionnaire based on the TPACK framework was administered to 76 English teachers across three institutional contexts. Findings show greater teacher competence in the domains of technological knowledge and technological content knowledge, but greater challenges in integrating technological knowledge within the pedagogical domain, as well as significant contextual barriers. This result is consistent across educational settings, suggesting the lack of resources and clear policies in all of them. Yet, differing profiles of engagement with GAI were identified through cluster analysis. These profiles might be instrumental in designing professional development programmes and institutional policies.
