Transformation in teachers' professional knowledge with the emergence of artificial intelligence

Background and Objectives: Despite the important role of teachers, there is little information about teacher knowledge to use AI-based tools in education. Also, there is little research on measuring teachers' professional knowledge for AI-based education. In addition, ethical considerations and evaluations regarding artificial intelligence have not yet been explored from a teacher's perspective. Therefore, there is less understanding of how teachers interpret and evaluate AI-based decisions. Finally, there is limited empirical evidence that explains how teachers' pedagogical skills to use AI are related to their moral evaluation. Considering these gaps, the purpose of this research is to reveal the knowledge of teachers to use artificial intelligence-based tools for effective teaching based on TPACK. Evaluation of decisions by AI-based tools requires a different knowledge component than educational knowledge. We examined ethical evaluation as a distinct knowledge component to provide a clear and understandable perspective. In the present study, TPACK was expanded with ethical evaluations of AI-based tools. In other words, we tried to identify the ethical knowledge that teachers should have for the ethical integration of AI-based tools.Methods: The approach of qualitative research and the method used is synthesis research and the tool used is checklist. The data analysis method is based on Strauss and Corbin coding, open, axial and selective coding. The research community is all researches and scientific documents in the form of articles and theses in the time frame of 2014-2024 and for internal articles in the time frame of 1402-1398. Finally, after screening, 59 sources have been used directly. Findings: The findings showed that teachers, as the main focus of implementing curriculum policies, need to transform their knowledge, skills and attitudes and acquire special competencies when facing and interacting with artificial intelligence. In the current study, the evolution of teachers' professional knowledge with the emergence of artificial intelligence has been determined in the form of TPACK framework, and since one of the conditions for successful interaction with artificial intelligence is understanding the ethical issues of this technology, the discussion of ethics has also been emphasized by introducing TEPCK. Transformation in teacher training with the emergence of artificial intelligence in 8 components of "Artificial Intelligence Technology Knowledge", "Operational Skills", "Artificial Intelligence Pedagogical Knowledge", "Artificial Intelligence Content Knowledge", "Artificial Intelligence Content Knowledge", "Analytical Skills" and criticality", "ethical and legal knowledge", "communication skills" and "continuous professional development" have been identified. Conclusion: Conclusion: The abilities of artificial intelligence in education have not been fully used. For the effective integration of artificial intelligence in education, special technical and pedagogical knowledge of artificial intelligence teachers is necessary. In addition, due to the new ethical issues caused by artificial intelligence, teachers must also have the knowledge to evaluate decisions based on artificial intelligence. None of the previous studies have investigated teacher knowledge for educational and ethical use of artificial intelligence-based tools. Considering this gap, while updating teachers' TPACK to interact with artificial intelligence, ethical aspects were also addressed.