AI AND TEACHER EDUCATION: NECESSARY COMPETENCIES FOR TEACHING MEDIATED BY GENERATIVE TECHNOLOGIES

Abstract

The advancement of digital technologies based on generative artificial intelligence has brought significant transformations to teaching and learning processes, requiring new professional competencies from teachers working in contemporary education. Tools capable of generating texts, images, code, and educational content have become part of digital learning environments, expanding the possibilities for knowledge production, teaching personalization, and pedagogical mediation. In this context, teacher education plays a central role in ensuring that these technologies are used in a critical, ethical, and pedagogically consistent manner in the school environment. This study analyzes the competencies required for teaching practice in educational contexts mediated by generative artificial intelligence technologies, considering the pedagogical, ethical, and professional challenges associated with the incorporation of these tools into everyday school life. Methodologically, this is a qualitative bibliographic study developed through a systematic review of the scientific literature on artificial intelligence in education, teacher education, and pedagogical innovation. The analysis shows that teaching practice in environments mediated by artificial intelligence requires the development of competencies related to digital literacy, critical interpretation of content produced by automated systems, pedagogical mediation in digital environments, and understanding of the ethical implications associated with the use of algorithmic technologies. Furthermore, the importance of initial and continuing teacher education programs that prepare teachers to integrate these technologies into pedagogical practices in a reflective manner aligned with educational objectives is highlighted. It is concluded that the incorporation of generative artificial intelligence in the educational context does not reduce the relevance of the teacher in the educational process; on the contrary, it reinforces the need for teachers capable of acting as critical mediators of knowledge in complex and technologically mediated digital environments.