Poklicna identiteta učiteljev in vzgojiteljev predšolskih otrok v kontekstu umetne inteligence in inkluzivnega izobraževanja
DOI:
https://doi.org/10.18690/6546Ključne besede:
umetna inteligenca v izobraževanju, inkluzivno izobraževanje, poklicna identiteta, poklicna avtonomija, refleksivna praksa.Povzetek
V raziskavi preučujemo, kako vzgojitelji predšolskih otrok in učitelji v osnovni šoli interpretirajo poklicno identiteto v povezavi z umetno inteligenco (UI) v inkluzivnem izobraževanju. S pomočjo refleksivne tematske analize so bili analizirani polstrukturirani intervjuji z devetimi strokovnjaki s področja vzgoje in izobraževanja. Ugotovitve kažejo na ambivalenten odnos do umetne inteligence: udeleženci prepoznavajo njeno uporabnost pri načrtovanju, prilagajanju in individualizaciji, hkrati pa poudarjajo nenadomestljivost odnosnih, etičnih in refleksivnih dimenzij poklicne prakse. Umetna inteligenca je interpretirana predvsem kot podporno orodje in ne kot nadomestek za strokovno presojo. Raziskava izpostavlja poklicno avtonomijo in refleksivno prakso kot osrednji dimenziji poklicne identitete v inkluzivnem izobraževanju.
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