Are teachers prepared for the AI classroom? Teacher self-efficacy and career awareness in secondary AI education
6 min read
ROBERT WHYTE, DIANA KIRBY AND SUE SENTANCE, RASPBERRY PI COMPUTING EDUCATION RESEARCH CENTRE, UNIVERSITY OF CAMBRIDGE, UK
Introduction
As artificial intelligence (AI) plays an increasingly important role in everyday life, there is a rapidly growing demand to inform and educate young people about how it works and its impact on society. AI and data science are not currently covered in national curricula across the UK yet many AI educational initiatives are underway and more teachers are expected to facilitate student understanding of AI and awareness of AI-related careers. However, teachers face significant challenges in being prepared to teach about AI. Research has identified issues such as a gap in teachers’ AI content and technical knowledge (e.g. Yue et al, 2024) and low levels of self-efficacy. To better understand how prepared teachers feel to teach about AI and AI careers, and what support they require to fulfil this role, we need more robust ways to measure teacher self-effi
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