Artificial Intelligence and Disciplinary Innovation
Developing Content and Technological Didactics in Teacher Education
DOI:
https://doi.org/10.7146/lom.v18i31.152730Abstract
This study investigates how generative artificial intelligence and machine learning are integrated into teacher education, especially in Danish and mathematics. Through a design-based study, didactic transposition is investigated, i.e. the process by which disciplinary knowledge is transformed into teaching knowledge by teacher educators. The article highlights the challenges and potentials of AI integration and emphasizes the need for future teachers to develop AI literacy as a crucial competence. The analysis, based on observations and interviews, shows that teacher educators are pioneers in shaping complex teaching processes by combining ethical, computational and practical perspectives to make AI accessible and meaningful for students. Although the process is demanding and often encounters didactic challenges, it succeeds in developing transformative approaches to AI technology through research and testing activities.
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Copyright (c) 2026 Marie Falkesgaard Slot, Lise Dissing Møller, Peter Havsager , Camilla Østergaard, Sofie Winkler, Erica Minuz
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