The Effects of Prompt Word Efficacy and Teaching Self-efficacy on the TPACKLevel of Pre-service Teachers in the GAI Era
Keywords:
生成式人工智能, generativeAI; pre-serviceteachers; TPACK; promptwordefficacy; Teachingefficacy, 职前教师, TPACK, 提示词效能, 教学自我效能感Abstract
With digital transformation advancing, TPACK has become a key competency for teachers. The rapid development of generative AI (GAI) sets new demands: teachers need to apply advanced technology and integrate it with pedagogy. Existing research reveals that self-efficacy significantly influences teachers’ TPACK. In the GAI context, prompt words as critical carriers for technology application affect the effectiveness of technology control. Meanwhile, teaching self-efficacy at the instructional level acts as another vital variable impacting teaching outcomes. Focusing on the TPACK theory, this paper explores the effects of individual differences, prompt-word self-efficacy, and teaching self-efficacy on pre-service teachers’ TPACK levels. Consequently, it proposes cultivation strategies for pre-service teachers in the GAI era, providing references for current pre-service teacher training.
