Communities of Practice and Teacher Education in the Era of Artificial Intelligence: A Review
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| Title: | Communities of Practice and Teacher Education in the Era of Artificial Intelligence: A Review |
|---|---|
| Language: | English |
| Authors: | Cindy Yomaira Medina Vargas, Andrés Chiappe, Felipe Sepúlveda |
| Source: | Journal of Social Studies Education Research. 2025 16(4):109-144. |
| Availability: | Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org |
| Peer Reviewed: | Y |
| Page Count: | 36 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Education, Communities of Practice, Artificial Intelligence, Literature Reviews, Meta Analysis, Social Studies, Teachers, Preservice Teachers, Professional Identity, Faculty Development, Social Support Groups, Technology Integration, Teacher Researchers, Feedback (Response) |
| ISSN: | 1309-9108 |
| Abstract: | The integration of artificial intelligence (AI) in education increases the need to transform teacher training, aligning with the principles of Education 4.0, which emphasize flexible and personalized learning environments supported by emerging technologies. This article presents a scoping review of 62 Scopus-indexed studies examining the use of Communities of Practice (CoPs) in teacher education. Following the PRISMA statement protocol, the findings were organized into seven dimensions: Interaction, Learning, Teaching, Psycho-emotional, Technology, Research, and Evaluation. Results indicate that CoPs effectively foster professional collaboration (30.46% of positive aspects) and teacher learning (24.87%), encouraging knowledge sharing, pedagogical reflection, and identity formation. Technological tools such as virtual platforms and social networks enhance accessibility and continuous development. However, challenges persist. The primary limitation is low sustained participation (36.67% of negative aspects), often due to time constraints, lack of institutional support, unequal engagement, and resistance to change. This is followed by technological barriers (16.11%), including poor connectivity and limited digital competence, while psycho-emotional tensions--such as hierarchical dynamics and lack of motivation--also hinder effectiveness. Within the framework of Education 4.0 and the rise of AI, CoPs are positioned as crucial spaces for promoting digital literacy and collaboratively integrating new technologies. To maximize their potential, it is essential to reinforce research components, employ inclusive methodologies, and ensure that technological tools respond to teachers' real needs. This review offers actionable insights for educational institutions and policymakers aiming to implement CoPs effectively in teacher training programs, especially in the face of ongoing digital transformation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1492883 |
| Database: | ERIC |
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