Teaching beliefs are negatively associated with AI-TCK and AI-TPK and show no significant effect on AI-TK, suggesting excessive teaching beliefs may impede AI-TPACK advancement¶

Claim · All claims
Evidence · 1 study · associational r? · q2 · i1 small
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i1 Teaching beliefs negatively predict AI-TPK (β = -0.09) and AI-TCK (β = -0.15); H2a and H2c were rejected, and H2b (no significant AI-TK effect) was deleted as insignificant. → Meijuan Xie 2025

Evidence¶

Meijuan Xie 2025¶

Meijuan Xie, Liling Luo. (2025). The Status Quo and Future of AI-TPACK for Mathematics Teacher Education Students: A Case Study in Chinese Universities. arXiv. https://arxiv.org/abs/2503.13533 doi:10.48550/arxiv.2503.13533

q2 · i1 · associational · r?

AI-TPACK-SEM analysis on the post-test sample (N=412). The discussion adds that "teaching beliefs affected AI-TCK (H2c) and AI-TPK (H2a) negatively and had no significant effect on AI-TK (H2b)"; the small negative paths (largest magnitude β = -0.15) contradict the hypothesis of positive effects.

"However, teaching beliefs was not positively with AI-TPK (β = -0.09) and AI-TCK (β = -0.15), H2a and H2c were rejected."

Discussion¶

Related Claims¶

• Review reports that teachers' beliefs, attitudes and TPACK—not AI knowledge alone—mediate AI integration — the general claim this finding bears on, with the studies behind it
• Chinese MTES show medium-level AI-TPACK overall, with AI-TK the lowest-scoring component and teaching beliefs the highest, indicating a basic, preliminary stage — related
• AI-TPACK component scores show no significant differences across MTES grades, while self-efficacy and teaching beliefs do differ — related
• AI-TK contributes to AI-TPACK only indirectly through AI-TPK and AI-TCK, which positively predict AI-TPACK — related