The impact of sudden changes on the professional development and learning of kindergarten teachers
DOI:
https://doi.org/10.17165/tp.2025.2.17-29Keywords:
artificial intelligence, preschool teachers, professional development, learning, digital adaptationAbstract
From a policy perspective, the Hungarian public education system has entered a new phase of digital strategy implementation, which includes the integration of AI tools and platforms in pedagogical and managerial processes. While these initiatives offer opportunities for innovation, they also challenge traditional notions of pedagogical autonomy, experiential knowledge, and teacher agency. Preschool teachers must now navigate a landscape in which continuous learning is not only encouraged but implicitly demanded by systemic digitalization. This research seeks to explore how kindergarten teachers internalize and respond to these pressures. What are their primary responses to the integration of artificial intelligence? How do they transform their learning behaviors and collaborative practices in this changing environment? Using a qualitative methodology, the study aims to provide a more nuanced picture of the intersection of technology, professional identity, and learning culture in the learning process of preschool teachers. The study presents the main findings of the focus group discussions. It then interprets the results in light of relevant theoretical perspectives and concludes with conclusions on future research directions.
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