Development of an Assessment Framework for K-12 Teachers' AI Literacy from the Perspective of Professional Growth

Abstract

With the popularization of AI education in primary and secondary schools and the rapid development of the AI discipline, subject teachers are facing new demands for professional growth. However, they often encounter challenges such as unclear growth pathways and underdeveloped assessment systems. This study, grounded in the connotation of AI literacy for subject teachers, constructs a three-dimensional evaluation framework encompassing professional knowledge, professional competence, and ethical attitudes. The goal is to provide teachers with a clear roadmap for professional development and offer a scientific basis for the design of regional teacher training programs. The study breaks away from the traditional knowledge-heavy assessment model and promotes a shift in teachers’ roles from "technology users" to "educational researchers." In doing so, it proposes an integrated development model of assessment–training–practice to support the professional advancement of AI subject teachers in K-12 education.