MODELING OF A STEM TEACHER PROFESSIONAL DEVELOPMENT PROGRAM IN THE FIELD OF USING ARTIFICIAL INTELLIGENCE TECHNOLOGIES BASED ON TPACK METHODOLOGY
DOI:
https://doi.org/10.28925/2412-0774.2026.2.13Keywords:
artificial intelligence technologies, continuous professional development of teachers, STEM education, teacher competence in artificial intelligence, TPACK components.Abstract
The article substantiates the relevance of modeling a professional development program for STEM teachers in the field of using artificial intelligence technologies based on the TPACK methodology. The purpose of the study is to develop a model of a professional development program for STEM teachers that ensure pedagogically appropriate, methodically justified and responsible use of AI technologies in STEM education. In the process of the study, an analysis of scientific sources on the problems of professional development of teachers, the use of AI in pedagogical activities and the application of the TPACK model was performed; systematization and generalization of theoretical provisions; modeling to determine the structure of the professional development program; specification of TPACK components taking into account the specifics of STEM education and the capabilities of AI technologies. The content of TPACK components in the context of using AI was specified: subject knowledge was considered as understanding the content of STEM disciplines and the scientific principles of AI; pedagogical knowledge – as mastery of didactic approaches to the use of AI in the educational process; technological knowledge – as the ability to use AI tools, understand their capabilities, limitations and risks. The directions of professional development of STEM teachers are determined, in particular, the formation of technological literacy, the development of skills to select AI tools to explain the content of STEM topics, to organize problem-based, research and project-based learning with the use of AI, to use it for assessment and development of methodological solutions. The proposed model reflects a consistent movement from mastering individual AI technologies to the holistic design of STEM education. It is concluded that the TPACK methodology is a productive basis for creating professional development programs for STEM teachers, as it ensures the coordination of content, pedagogical and technological aspects of the use of AI and can be adapted to different contexts.
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