Inteligencia artificial y formación docente: perspectivas de estudiantes de educación
DOI:
https://doi.org/10.46502/issn.1856-7576/2025.19.03.2Palabras clave:
Enseñanza superior, inteligencia artificial, enseñanza y formación, competencias del docente, competencia digitalResumen
El presente estudio analiza las percepciones de docentes en formación respecto del uso de la inteligencia artificial (IA) como herramienta de apoyo en procesos educativos. A través de un enfoque cualitativo y un diseño fenomenológico, se examinaron las respuestas de 34 estudiantes de la carrera de Educación de una universidad pública de Valladolid ante un cuestionario de preguntas abiertas. Los resultados muestran una percepción crítica y diversa: si bien se reconoce el potencial de la IA para facilitar el acceso a la información, personalizar el aprendizaje y apoyar la redacción académica, también surgieron preocupaciones sobre la fiabilidad de los contenidos, la pérdida de autonomía intelectual, y los efectos en la motivación y el desarrollo creativo. Las categorías emergentes se sintetizan en las siguientes: acceso y confiabilidad, actitudes tecnológicas, apoyo al aprendizaje, transformaciones pedagógicas, valoraciones críticas, y dimensión emocional. Se concluye que la disposición a incorporar estas tecnologías está mediada por factores como la competencia digital, el juicio ético y la identidad profesional en formación. A su vez, se plantea que la IA debe integrarse en la formación docente desde un enfoque crítico, ético y pedagógico, que promueva tanto el dominio técnico como la reflexión sobre su uso pedagógico.
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Derechos de autor 2025 María de los Angeles Sánchez-Trujillo, Estefanía Bernabé-Sánchez, Felícita Delia Sáenz-Egúsquiza
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
