ORIGINAL RESEARCH article
Front. Educ.
Sec. Teacher Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1550773
This article is part of the Research TopicDigital Learning Innovations: Trends Emerging Scenario, Challenges and OpportunitiesView all 11 articles
Generative AI on Professional Development: A Narrative Inquiry Using TPACK Framework
Provisionally accepted
- 1Kathmandu University, Dhulikhel, Nepal
- 2United International University, United City, Madani Avenue, Badda, Bangladesh
- 3Sanothimi Campus, Bhaktapur, Nepal
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This study explores the integration of generative AI (GenAI) tools in the professional development of English language teachers (ELT) using the Technological Pedagogical Content Knowledge (TPACK) framework. Subscribing to narrative inquiry research design, in-depth interviews were conducted with four educators in Kathmandu Valley, Nepal, in August 2024 to understand their experiences integrating GenAI in teaching practices. Four themes were identified using thematic analysis—enhanced teaching skills and methods, professional growth as a continuous learning process, GenAI dependency, and ethical challenges and coping mechanisms for further discussion. The findings disclose that GenAI enhances pedagogical strategies by providing personalized learning resources, dynamic classroom activities, and automated feedback, which foster student engagement and teacher adaptability. Participants noted that GenAI supports continuous professional growth by offering real-time insights to refine instructional methods and address diverse learner needs. However, challenges such as technical skill gaps, ethical concerns about data privacy, and the risk of over-reliance on AI, which may hinder critical thinking and teacher-student rapport, were identified. The study emphasizes the need to balance GenAI's technological benefits with human-centric pedagogy, underlining the importance of ethical guidelines, institutional training, and collaborative peer learning to reduce the dependency and algorithmic biases by aligning GenAI integration with TPACK principles-harmonizing technological, pedagogical, and content knowledge-the research advocates for structured support systems to empower educators in using AI responsibly. The implications call for policy frameworks prioritizing AI literacy, equitable access, and mindfulness practices to sustain professional development while preserving the irreplaceable role of human interaction in education.
Keywords: GenAI, Professional Development, TPACK framework, English language teachers, narrative inquiry
Received: 19 Feb 2025; Accepted: 12 May 2025.
Copyright: © 2025 Lakhe Shrestha, Dahal, Hasan and Paudel. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Niroj Dahal, Kathmandu University, Dhulikhel, Nepal
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