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Azmil Hasan Lubis
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Journal of Education, Pedagogy and Teacher Training
Published by Barkah Publishing
ISSN : -     EISSN : 30896207     DOI : https://doi.org/10.63228/jeptt
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Education, Pedagogy and Teacher Training is a peer-reviewed, on-line academic journal devoted to research in the field of Education, Teaching, and Teacher Training. The journal is published twice a year in May and November. Authors must register to this journal before submitting their work and they must follow the Author Guidelines of the journal. Submissions that do not adhere to the guidelines provided will be REJECTED. Please submit your article through the online submission of this journal. Submitted writing should normally range from 4,000 to 6,000 words, although up to 7,000 words will be accepted under exceptional circumstances. The journals have a policy of “Zero Tolerance on Plagiarism”. We recommend that authors check their articles with plagiarism prevention tools (ithenticate.com, turnitin.com, etc.) before submission.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 42 Documents
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Building AI Literacy Through Professional Development: A Framework Study of In-Service Teachers‘ Competencies and Training Needs Effendi Limbong
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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Abstract

The rapid proliferation of generative artificial intelligence (GenAI) across educational settings has created an urgent and unprecedented demand for structured teacher professional development (PD) in AI literacy. Despite growing recognition that educators require specialized competencies to navigate AI-rich classrooms, the field remains theoretically fragmented, with limited consensus on the core dimensions of AI literacy that ought to anchor teacher PD programmes. This study addresses this gap by developing and validating the AI Literacy for Teachers (ALT) framework—an empirically grounded, multi-dimensional competency model tailored specifically to the professional learning needs of in-service teachers. We employed a three‑round modified Delphi methodology with a panel of 22 experts (teacher educators, EdTech specialists, and curriculum designers). Panel members rated and refined an initial set of 47 competency items derived from an extensive literature review and four established frameworks (Long & Magerko, 2020; Ng et al., 2021; T‑GAIC; UNESCO AI CFT). Consensus was assessed using the content validity ratio (CVR ≥ 0.75) and interquartile range (IQR ≤ 1). By round three, consensus had been achieved on 36 items organised across five core dimensions: (1) Foundational AI Knowledge; (2) AI‑Enhanced Pedagogical Practice; (3) Ethical and Human‑Centred AI Use; (4) Assessment and Evaluation with AI; and (5) Professional Growth and AI Agency. Kendall’s W rose from 0.57 (round two) to 0.73 (round three), indicating strong expert agreement. The ALT framework makes three primary contributions: it clarifies the often conflated relationship between technical operation and critical‑ethical engagement with AI; it provides a structured blueprint for designing tiered, role‑sensitive PD curricula; and it establishes a validated foundation for subsequent instrument development and impact studies. Implications for teacher education, school leadership, and educational policy are discussed.
TPACK Development in Preservice Teacher Education: How Course Design and Self-Efficacy Beliefs Shape Technology Integration Muhammad Nasheh Ulwan
Journal of Education, Pedagogy and Teacher Training Vol. 3 No. 1 (2026): MAY 2026
Publisher : Barkah Publishing

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Abstract

Preservice programs still struggle to prepare teachers who can integrate technology into subject-matter instruction with any real sophistication. TPACK provides a useful lens for understanding why this happens, yet we know surprisingly little about how specific course design choices influence TPACK growth, or how self-efficacy interacts with that process over a full semester. We tracked 55 preservice teachers through a 14-week technology integration course built around extended duration, active learning, collaboration, reflection, and disciplinary grounding. Using an adapted Schmidt et al. TPACK survey and the TISE scale at three time points, we found significant gains across every subdomain. The largest shifts occurred in integrated TPACK (d = 1.61), TPK (d = 1.50), and technology integration self-efficacy (d = 1.53). Open-ended responses clustered around four ideas: practical relevance, collaborative inquiry, reflective growth, and disciplinary grounding. Courses that embed technology work inside authentic disciplinary tasks not as an add on produce measurable, practically meaningful change in both knowledge and confidence. We discuss what this means for program structure.

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