إعداد المعلمين في ضوء اتجاهات الذكاء الاصطناعي - واقع ومعوقات وسبل التطوير من وجهة نظر معلمي محافظة إربد

Abstract

This study aimed to determine the reality of teacher preparation in Jordan in light of emerging artificial intelligence trends. Furthermore, the barriers to the development of teacher preparation in Jordan in light of the movements of artificial intelligence from the perspective of educators should be determined. Finally, define what is needed to evolve teacher preparation in Jordon in light of artificial intelligence trends, as described by teachers in Irbid Governorate. The study used an analytical descriptive approach, and data in the study's samples, containing (541) male and female teachers from the Irbid governorate, was gathered using a questionnaire containing (40) items. The study concluded that the reality of teacher preparation. According to the questionnaire, the reality of preparing teachers in Jordan in light of artificial intelligence trends has improved significantly from the viewpoint of teachers. Furthermore, the obstacles to developing teacher preparation in Jordan in light of artificial intelligence trends were high from the teachers' perspective, with the most significant obstacle being a lack of training programs specialized in the use of artificial intelligence techniques. Finally, improving relationships and cooperation between school systems and technology businesses to exchange information and experience is one of the most critical criteria for expanding teacher education in Jordan in light of artificial intelligence developments. Based on the findings, the study advised that schools and technology companies form partnerships to share information and experiences in the field of artificial intelligence and activate its role in the educational process.