Chais2025_Heb_and_Eng-web

22E Teacher Professional Development for Integrating Generative AI in Education Table 3 shows complex barriers teachers encounter when implementing GenAI in educational settings. The analysis reveals two distinct categories of barriers: core implementation barriers based on Dexter's (2005) framework (n=95) and emerging GenAI-specific barriers (n=68). The core implementation barriers align with Dexter's (2005) framework, including learning outcome alignment challenges (n=34), technology infrastructure barriers (n=36), and TPD and environmental support issues (n=25). These findings parallel Law's (2024) observations about infrastructural challenges in GenAI integration. While the TPD provided strategies for GenAI integration teachers show to particularly struggle with implementation tools (n=20) and academic integrity concerns (n=14), reflecting the need for strategic planning and clear pedagogical objectives (Dexter, 2005). Despite the TPD's focus on GenAI skills, GenAI-specific barriers present unique challenges, particularly in prompt crafting (n=10), content reliability (n=5), and policy restrictions (n=18). Staff attitudes toward GenAI emerged as a significant concern (n=35), with teachers expressing fear (n=12) and resistance to change (n=17). These findings align with Ng et al.'s (2023) emphasis on addressing both technical and attitudinal barriers in technology integration. Conclusions and Recommendations This study highlights how TPD empowers teachers to implement techno-pedagogical practices, particularly with GenAI. Findings reveal that teachers are extending Dexter’s framework to include GenAI-specific skills such as prompt crafting, ethical considerations, and unaddressed areas like source reliability and responsible GenAI usage. This evolution in techno-pedagogical frameworks is essential for GenAI-driven education. Challenges remain, including infrastructure limitations, academic integrity, and administrative support. Addressing these barriers in TPDs is crucial for sustainable GenAI integration. Findings underscore the need for TPD frameworks that combine hands-on GenAI experience with pedagogical strategies while addressing systemic and staff-related challenges. References Ding, A.-C. E., Shi, L., Yang, H., & Choi, I. (2024). Enhancing teacher AI literacy and integration through different types of cases in teacher professional development. Computers and Education Open , 6, 100178. https://doi.org/10.1016/j.caeo.2024.100178 Dexter, S. (2005). Principles to guide the integration and implementation of educational technology. In M. Khosrow-Pour (Ed.), Encyclopedia of Information Science and Technology (1st ed., pp. 2303-2307). IGI Global. https://doi.org/10.4018/978-1-59140-553-5.CH406 Law, L. (2024). Application of generative artificial intelligence (GenAI) in language teaching and learning: A scoping literature review. Computers and Education Open, 6 , 100174. https://doi.org/10.1016/j.caeo.2024.100174 Mørch, A. I., Flø, E. E., Litherland, K. T., & Andersen, R. (2023). Makerspace activities in a school setting: Top-down and bottom-up approaches for teachers to leverage pupils’ making in science education. Learning, Culture and Social Interaction, 39 . https://doi-org.elib.openu.ac.il/10.1016/j.lcsi.2023.100697 Mhlanga, D. (2023). The Value of Open AI and ChatGPT for the Current Learning Environments and the Potential Future Uses. SSRN Electronic Journal . http://dx.doi.org/10.2139/ssrn.4439267