Chais2025_Heb_and_Eng-web

20E Teacher Professional Development for Integrating Generative AI in Education Analysis of the findings reveals key patterns in teachers' development and application of techno- pedagogical competencies. Core competencies based on Dexter's (2005) framework emerged strongly in learning outcome alignment (n=24) and value-added technology integration (n=49), demonstrating teachers' ability to strategically incorporate GenAI into their pedagogical practice. While Dexter's eTIPs framework provides a foundational structure for technology integration, our findings align with Mørch et al.'s (2023) emphasis on adaptive teaching yet indicate a need to expand these principles for GenAI-specific requirements, especially in prompt crafting (n=28) and critical source evaluation (n=28). Teachers effectively applied these competencies in their learning activities (Table 2), particularly through lesson planning adaptations (n=6) that align with Tammets and Ley's (2023) emphasis on meaningful technology integration. The emergence of GenAI-specific competencies as a distinct category suggests that traditional techno-pedagogical frameworks require expansion to fully support the unique affordances and challenges of GenAI. This is particularly evident in practical applications such as lesson planning adaptation, collaborative activities and independent learning designs (Table 2, n=15). These findings underscore the importance of providing teachers with both the technical skills and pedagogical strategies to effectively harness GenAI in their practice (OECD, 2023). Challenges and Barriers While incorporating GenAI in education is promising for enhancing teaching and learning practices, there are significant challenges that need to be addressed to ensure effective and sustainable integration. The following challenges emerged as teachers attempted to implement the GenAI integration strategies and skills developed during the TPD program in their classroom practice. Table 3 demonstrates the complex barriers teachers encounter when implementing GenAI in educational settings. Table 3. Challenges in integrating AI tools in education Interviews n= 117 interview statements Representative Quote Sub-category 3.1: Core Implementation Barriers (Based on Dexter, 2005) (n=95) Learning outcome alignment barriers (n=34) • Teacher implementation for GenAI tools (n=20) • Academic integrity and assessment challenges (n=14) "How do we integrate this into the curriculum in a way that's not just a nice add-on to learning, but something truly meaningful? How do we handle this, so it doesn't interfere with our students' thinking processes? I feel like we're not there yet… Nobody's telling us what we should be doing." (T6) "It's clear we lack the tools to handle this. When a student copied everything from AI, I explained it was plagiarism, like copying from an article, but I couldn't prove it. Right now, no one really knows how to manage this or make it part of meaningful learning. I don’t have a way to assign work and ensure students aren’t just copying answers from GenAI." (T5) Technology infrastructure barriers (n=36) ".. an issue of having enough devices. Not all schools have enough computers or tablets, and in many schools, the internet