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Description
As Artificial Intelligence (AI) continues to transform educational practices, teachers are increasingly encouraged to integrate AI tools into their teaching. However, limited research has simultaneously examined the types of AI-related professional development programs teachers participate in and how their AI competencies are translated into classroom practice. This study investigates (1) the types of AI-related professional development programs teachers engage in, and (2) how AI is integrated into their teaching practices. A mixed-methods design was employed, combining a questionnaire survey of 67 English teachers in Central Vietnam with follow-up interviews with eight teachers. The findings reveal that most participants had not received formal training on AI integration. Instead, they relied primarily on self-directed learning, peer support, and online courses or webinars to develop AI-related competencies. AI was most commonly used to generate learning materials, exercises, and assessment tasks that resembled classroom tests and examinations. The use of AI for lesson planning was comparatively limited, particularly among experienced teachers who tended to draw on lesson plans developed over years of teaching practice. While teachers generally perceived AI as a useful instructional tool, they also expressed concerns about its reliability and accuracy, resulting in a more critical and reflective stance toward AI use. The findings highlight the importance of providing formal AI-related professional development that supports both practical application and critical AI literacy among teachers.
Key words: AI, professional development, programs, English teachers, teaching practices
