Abstract:

This study aims to reflect on the pivotal role of language teacher training in fostering professional development within an educational sustainability-oriented perspective. Developing competencies, knowledge, and resources that align with the ever-changing societal landscape is paramount in effectively engaging with students empowered by the recurrent use of Artificial Intelligence (AI) in the new normal context. A comprehensive in-service training that consolidates robust intercultural and linguistic competence and fosters awareness of teachers' mental frameworks guiding their instructional practices promotes an effective metacognitive perspective, encouraging reflection and flexible instructional design, wherein the students actively assume ownership of their learning process. Prior research has revealed the prevalence of stereotypes and misconceptions among both pre-service and in-service teachers, significantly impacting their teaching practices. Analyzing the mental frameworks and common misconceptions among teachers serves as a solid foundation for designing an effective training proposal. A potential avenue for change lies in continuous training that combines Effective Pedagogy based on innovative and evidence-based teaching methods, self-awareness of mental frameworks, and mastery of technology in language education. Such an approach could make a significant difference in enhancing language learning outcomes and inspiring students to become lifelong learners.

References:
[1] Gagné, M., & Briggs, L. J. (1990), Fondamenti di progettazione didattica, Torino, SEI.
[2] Menichetti, L., Pellegrini M., Gola, G., (2019), Cornici mentali e stereotipie didattiche nella formazione degli insegnanti, Formazione & Insegnamento XVII – 1 – 2019.
[3] Rastelli, S. (2015), Che cos’è la didattica acquisizionale, Carocci.
[4] UNESCO (2019), Artificial intelligence in education challenges and opportunities for sustainable development. https://unesdoc.unesco.org/ark:/48223/pf0000366994

Keywords:

Educational sustainability, teacher training, metacognitive perspective, in-service training, lifelong learning.