232 ע שימוש בבינה מלאכותית לחיזוק הזהות המקצועית בהוראה: חקר מקרה בקרב גננות מתכשרות )פוסטר( ספר הכנס העשרים ואחד לחקר חדשנות וטכנולוגיות למידה ע"ש צ'ייס: האדם הלומד בעידן הדיגיטלי א' בלאו, ד' אולניק - שמש, נ' גרי, א' כספי, י' סידי, י' עשת - אלקלעי, י' קלמן ו נ' ברנדל )עורכים(, רעננה: האוניברסיטה הפתוחה שימוש בבינה מלאכותית לחיזוק הזהות המקצועית בהוראה: חקר מקרה בקרב גננות מתכשרות )פוסטר( אריאלה גלעדי המכללה האקדמית גבעת וושינגטון arielagiladi@gmail.com Using Artificial Intelligence to Strengthen Professional Identity in Teacher Education: A Case Study among Preservice Kindergarten Teachers (Poster) Ariela Giladi Givat Washington Academic College of Education arielagiladi@gmail.com Abstract Professional identity is a central component of teachers' personal and professional development, reflecting how educators perceive their role and contribution to the education system. Recent studies (Beijaard et al., 2023; Giladi et al., 2022) emphasize that this identity is dynamic, evolving, and context-dependent. As Artificial Intelligence (AI) becomes increasingly integrated into educational contexts, there is a growing need to examine how it can support the reflective processes involved in shaping future educators' professional identity. While most research has focused on teachers, few studies have examined the perspectives of kindergarten teachers (Dan & Simon, 2020). This qualitative case study explored how AI tools influence the formation of professional identity among preservice kindergarten teachers enrolled in a course on Professional Identity in Teaching. The study aimed to identify how intentional use of AI contributes to understanding professional identity, to analyze reflective processes emerging during engagement with AI, and to map related benefits, challenges, and limitations. Participants included 20 early childhood education students. Data was collected through personal reflections, group discussions, digital artifacts, and a reflective questionnaire. Thematic analysis identified recurring patterns and meanings emerging from these experiences. Findings suggest that integrating AI into teacher education can serve as an effective means of fostering a reflective and conscious professional identity, promoting critical thinking, selfdirected learning, and advanced digital literacy. The study contributes to a deeper theoretical understanding of professional identity formation in the digital era and offers practical insights for developing pedagogical and reflective approaches for the meaningful integration of AI in teacher education. Keywords: Professional Identity, Artificial Intelligence, Preservice Kindergarten Teachers, Teacher's training.
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