Generative artificial intelligence and teacher education: Emerging competencies in Latin America - a scoping review
DOI:
https://doi.org/10.15517/z4mcs052Keywords:
artificial intelligence, teacher training, teaching competencies, social pedagogyAbstract
This article examines emerging teacher competencies for integrating generative artificial intelligence (AI systems capable of creating original content such as text, images, or code from natural language instructions) in Latin American educational contexts through a scoping review. The introduction contextualizes how the emergence of tools like ChatGPT, Claude, and DALL-E poses unprecedented challenges for teacher education in Latin America, a region characterized by structural inequalities in technological access and educational resources, while also featuring rich traditions of critical pedagogy that emphasize dialogue, consciousness-raising, and social transformation as central educational objectives. The main objective is to systematically map and synthesize the emerging literature on teacher competencies required for integrating generative artificial intelligence in Latin American educational contexts. The methodology followed the PRISMA-ScR protocol, analyzing 84 documents published between 2022-2024 through systematic searches in regional and international databases, focusing on teachers in higher education and basic education in Latin America. Reflexive thematic analysis identified five interrelated dimensions of competencies. Results reveal that Latin American teachers develop technical-operational competencies including creative adaptation to limited infrastructures; pedagogical-didactic emphasizing cultural contextualization; ethical-critical prioritizing epistemic justice; evaluative reconceptualizing assessment with AI; and collaborative through self-organized communities of practice. Identified barriers transcend technological limitations, encompassing epistemological dissonances between algorithmic logics and regional pedagogical values. The most effective facilitators involve teacher support networks and digital pedagogical activism. Conclusions propose the COMPETIA-LAC framework (Teacher Competencies for Generative AI in Latin American Contexts), an interpretive model that conceptualizes competencies not as static individual skills, but as dynamic collective practices that emerge from situated interaction between teachers, technologies, students, and specific institutional contexts.
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