ENHANCING THE PROFESSIONAL AND METHODOLOGICAL TRAINING OF PROSPECTIVE PRIMARY SCHOOL TEACHERS THROUGH ARTIFICIAL INTELLIGENCE TECHNOLOGIES

Abstract

The rapid integration of artificial intelligence (AI) into education is transforming the professional roles and methodological practices of teachers. For prospective primary school teachers, AI technologies can serve not only as digital tools but also as instruments for developing lesson-planning, assessment, differentiated instruction, reflective practice, and pedagogical decision-making skills. This thesis examines methodological approaches to strengthening the professional and methodological training of prospective primary school teachers through purposeful integration of AI technologies. Particular attention is given to the development of AI literacy, pedagogical AI competence, responsible use of generative AI, and the ability to critically evaluate AI-generated educational content. The study proposes a practice-oriented framework that combines theoretical preparation, guided experimentation, microteaching, reflective analysis, and project-based tasks. The approach is aimed at preparing future primary school teachers to use AI ethically, critically, and pedagogically effectively while maintaining the teacher’s central role in educational decision-making.