Teaching with the algorithm: anticipations of AI in teacher education

Education and teacher practices are increasingly entangled with anticipations of how Artificial Intelligence (AI) will change education. Implications for teacher education are not wholly understood. This study explores anticipations of AI in K–12 education and teachers’ pedagogical practices, and contributes to an understanding of the anticipated impacts of AI on teacher education. Interviews were conducted with experts in computer science and teacher education. Findings identify different ways AI is anticipated to influence teachers’ professional agency and judgement. The paper discusses implications for the implementation and organisation of AI in teacher education, emphasising the inclusion of educational sciences in the development of Artificial Intelligence in Education (AIED).