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The emergence of Artificial Intelligence (AI) has neccesitated a paradigm shift in English language teaching. However, a significant discrepancy persists between the competence of English pedagogy graduates and the demand of modern, AI-enhanced classroom. This study attempts to describe the needs for an instructional model oriented to English pre-service teachers’ TPACK in Indonesia for their professional readiness. This is a qualitative study inviting the participation of three lecturers and twelve English pre-service teachers in Central Java Province. Data were gathered through semi-structured interviews, observations, and document analysis. The data were analyzed thematically using the NVIVO software. The finding revealed that contemporary education demands future-ready educators who possessed adaptability and agility to the AI-enhanced, fast changing classrooms. Therefore, the pre-service teachers need training in modern instructional approaches (such as problem-based and project-based learning), AI-driven pronunciation feedback tools (such as ELSA Speak and Duolingo), generative writing platforms (such as ChatGPT and plotgenerator), and collaborative workspaces (such as Padlet and Genially). In the meantime, to ensure their readiness for modern education, they need learning that centers around them as the main actors and the lecturers were expected to act as guides and mentors in the learning process. Notably, the results identify critical gaps between the training in the college and actual demands of AI-enhanced education in the school. An instructional model incorporating flipped classroom, inquiry-based learning, and technology saturation was proposed, as the implication of this needs analysis.
Mualim et al. (Fri,) studied this question.