Análisis crítico de las perspectivas anticipatorias de los futuros docentes sobre la automatización de las actividades de enseñanza
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Estudios recientes muestran que la introducción de la inteligencia artificial en la enseñanza puede generar tensiones psicológicas o inquietudes profesionales, especialmente cuando la IA se percibe como una amenaza para su función o su experiencia, en lugar de como un recurso complementario. A partir de la teoría de la actividad y del afecto, este estudio exploratorio tenía como objetivo comprender la reconfiguración de las actividades de enseñanza desde el punto de vista de los futuros docentes. Se administró un cuestionario a 86 docentes en formación inicial, que abarca diez actividades típicas. Los resultados revelan cuatro configuraciones de actividades, independientes del nivel de comodidad o apego de los participantes a estas actividades, pero más relacionadas con la naturaleza y el lugar que ocupa la actividad en la profesión docente.
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