Abstract
The aim of this qualitative research project is to investigate the use of artificial intelligence (AI) technologies in teaching practice and classroom management for pre-service teachers in the South African educational system. The purpose of the study is to look at how artificial intelligence may improve the evaluation of teaching techniques and solve challenges faced by pre-service teachers in Quintile 1 schools, with a special emphasis on video analysis, automated assessment, learning management systems, virtual classroom platforms, and early warning systems. Methods include in-depth interviews with pre-service teachers, classroom observations, and analysis of AI-generated data. By examining the implementation of AI tools such as Edthena, TeachLivE, Edfinity, and Classcraft, the study assesses their impact on objective feedback, time efficiency, personalized learning support, and proactive behavioural interventions. The implications of this research suggest that AI can significantly improve the quality of education by providing data-driven insights and supporting educators in real-time decision-making. Moreover, it highlights the importance of maintaining the human touch in interpreting AI-generated data and enhancing the learning and teaching experience. The findings contribute to the development of strategies for integrating AI in educational settings, promoting a more effective and inclusive learning environment for the unique South African public school context.
Presenters
Dorothy EsauLearning & Teaching Coordinator, Faculty of Education (Senior Phase & Further Education & Training), Cape Peninsula University of Technology, Western Cape, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
AI Tools, Teaching Practicum, Pre-Service Teachers; Classroom Management, Quintile 1
