Dies ist eine Übersichtsseite mit Metadaten zu dieser wissenschaftlichen Arbeit. Der vollständige Artikel ist beim Verlag verfügbar.
Beyond Templates: How AI is Reframing Lesson Planning and Cognitive Load in Preservice Teacher Education
0
Zitationen
1
Autoren
2025
Jahr
Abstract
This chapter explores how generative AI tools like ChatGPT are reshaping lesson planning and cognitive load in preservice teacher education1. Grounded in Cognitive Load Theory and the TPACK framework, it presents two practice-informed tools: an AI-assisted lesson planning template and the A.I.D.E. framework (Align, Investigate, Differentiate, Evaluate). These resources support reflective, student-centered instructional design while positioning AI as a scaffold, not a shortcut. Rather than replacing teacher expertise, AI becomes a cognitive partner that reduces overload and supports pedagogical reasoning. The chapter offers a forward-looking approach to integrating AI in teacher training—one that prioritizes clarity, coherence, ethical use, and professional agency.
Ähnliche Arbeiten
A spreading-activation theory of semantic processing.
1975 · 8.034 Zit.
Cognitive Load During Problem Solving: Effects on Learning
1988 · 7.800 Zit.
International Conference on Learning Representations (ICLR 2013)
2013 · 6.258 Zit.
Learning from delayed rewards
1989 · 5.471 Zit.
Comprehension: A Paradigm for Cognition
1998 · 4.772 Zit.