Abstract:

In today's society, access to, critical analysis of, and pedagogical use of digital learning resources (DLR) and artificial intelligence (AI) are pillars for the formation of informed, critical, and participatory citizens. In this context, teacher training in DLR and AI in educational contexts must extend beyond technical mastery of digital tools across their dimensions, thereby enabling teachers to understand and use these tools appropriately.

This work aims to investigate the contributions and impacts of DLR and AI training on teachers' pedagogical practices. This paper analyzes an interview with a trainee who participated in a training course held in 2025. The training course was designed for Portuguese teachers in the fields of Physics, Chemistry, Biology, Geology, and Natural Sciences. The e-learning modality was adopted. The training comprised 25 hours: synchronous online learning (16 hours) and asynchronous online learning (9 hours). The synchronous sessions were geared towards the presentation, exploration, sharing of experiences, and discussion of the content, clarification of doubts, and critical reflection. In the asynchronous sessions, trainees independently explored digital resources and their uses.

Within the Ontosemiotic Approach of Godino and colleagues (adapted to Physics and Chemistry areas), didactic suitability (DS) was used to assess the quality and relevance of teaching processes. The interim results are from an interview with a teacher (woman) with five years of experience, who regularly invests in continuing education in the field of DLRs and AI. The teacher advocates a balanced use of digital technologies to complement “traditional” teaching. She often uses digital tools to prepare materials and activities in her subject areas, Physics and Chemistry. Preliminary results indicate that, regarding epistemic suitability, the "Language" component stands out, suggesting that the use of different modes of expression used in Physics and Chemistry, translation and conversion between them, the level of language appropriate to the students with whom communication is intended, and the proposition of situations of scientific expression are achieved through the use of various digital tools. As for cognitive suitability, the components "Openness to didactic innovation" and "Socio-professional and cultural adaptation" stand out. In terms of affective and interactional suitability, the interests and needs of students, their attitudes and emotions, teacher-student interaction, interaction among students, their autonomy, and the formative assessment are highlighted. From the mediational suitability perspective, "Material Resources” stand out, reinforcing the suitability of the teaching process for the educational level and supporting its diversification through DRL. Finally, with respect to ecological suitability, the components that stand out are "Curricular Adaptation," "Openness to Didactic Innovation," "Socio-professional and Cultural Adaptation," and "Education for Values". These indicators highlighted the incorporation of innovations based on research and reflection on the practices developed. The use of DLRs and AI contributed to students' development, as reflected by the teacher, both in preparation and during the course, and in their formative assessment.

Keywords:

Teachers' lifelong training, Digital learning resource, Artificial intelligence, Ontosemiotic Approach.