A foreign language teacher's competency in the use of artificial intelligence technologies

Abstract

The rapid development and dissemination of AI technologies in foreign language teaching determines the set of requirements for the pre-service teacher training. The relevance of the research is due to the contradiction between the broad linguistic and didactic potential of artificial intelligence technologies and the lack of readiness of foreign language teachers for their systematic use within the framework of the pedagogical triad "teacher — artificial intelligence — learner". In this paper, we considered: a) current requirements for teachers in regulatory documents; b) the content of the competence of a foreign language teacher in the field of AI; c) the structure of the competency of a foreign language teacher in the field of AI. The analysis of Russian regulatory documents revealed the absence of clearly formulated uniform requirements for the teachers' AI competency. As a solution, a five-component structure of the AI competency of a foreign language teacher is proposed, including axiological, cognitive, methodological, communicative-technological and reflexive-evaluative components. Evaluation criteria and indicators are defined for each component. The proposed structure of the AI competency of a foreign language teacher can be used to diagnose the level of formation of skills in using artificial intelligence in teaching, as well as to develop advanced training and professional retraining programs.

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