Author: Sankar Prasad Maiti & Soma Jana (Maiti)
DOI Link: https://doi.org/10.70798/Bijmrd/03120007
Abstract: The rapid advancement of Artificial Intelligence (AI) and digital technologies has significantly transformed the landscape of education, compelling a fundamental rethinking of teacher education. Traditional models of teacher preparation—largely centered on content delivery, classroom management, and standardized assessment—are increasingly inadequate in addressing the demands of AI-mediated learning environments. This research article critically examines the conceptual shifts and emerging paradigms in teacher education necessitated by the integration of AI. Drawing upon interdisciplinary perspectives from educational philosophy, technology studies, and teacher professional development, the paper explores how AI reshapes pedagogical roles, knowledge construction, assessment practices, and ethical responsibilities. It argues that teacher education must move beyond technical skill acquisition towards developing AI literacy, critical digital pedagogy, ethical awareness, and humanistic values. The article also situates these transformations within contemporary policy frameworks such as the National Education Policy (NEP) 2020, highlighting both opportunities and challenges. Ultimately, the paper envisions a future-oriented, inclusive, and reflective teacher education framework that harmonizes technological innovation with educational equity and human agency.
Keywords: Artificial Intelligence (AI), Teacher Education, AI Literacy, Pedagogical Agency, Ethical and Humanistic Pedagogy.
Page No: 74-78