Navigating Tomorrow’s Jamaican Classrooms: Assessing the Impact of AI on Teacher Training During Teaching Practicum in Jamaica

Selena Morris¹, Shaneille Samuels^1, , Conley Morris¹, Jahmela Ogeare¹, Abigail Ellis¹, Roberta Noble¹, Cassandra White¹, Alex Hamilton¹, Jhenay Miller¹, Kimberley Haye¹, Denneil Cunningham¹, Dickisha Facey¹, Shanalee Cunningham¹ and Nicole Jacobs¹

¹Mathematics Department at Shortwood Teachers’ College & University of Technology, St. Andrew, Jamaica

Cite this paper:
Selena Morris, Shaneille Samuels, Conley Morris, Jahmela Ogeare, Abigail Ellis, Roberta Noble, Cassandra White, Alex Hamilton, Jhenay Miller, Kimberley Haye, Denneil Cunningham, Dickisha Facey, Shanalee Cunningham and Nicole Jacobs. Navigating Tomorrow’s Jamaican Classrooms: Assessing the Impact of AI on Teacher Training During Teaching Practicum in Jamaica. American Journal of Educational Research. 2025; 13(1):1-16. doi: 10.12691/education-13-1-1

Abstract

This research study investigated artificial intelligence (AI) integration into the process of teacher training practicum, in Jamaica. The study utilised a mixed-methods approach, involved the participation of 60 [Primary, Early Childhood, and Secondary] teacher trainees and 15 educators, including cooperating teachers and teacher-educators [practicum supervisors], who responded through questionnaires, interviews, and focus group discussions. The study aimed to assess how AI is applied in the practicum exercises during the 2023-2024 academic year and examine the perceptions of AI’s impact on teacher trainees’ skills, experiences, and preparedness for future classrooms. Quantitative findings indicated that 75% of teacher trainees found AI useful in lesson planning and personalised feedback, while 70% appreciated its role in managing the classroom. Qualitative data revealed that AI enhanced the practicum experience, through challenges with access to technology, fosters creativity and provides real-time feedback. Teacher trainees reported feeling more confident in managing diverse student needs due to AI’s support in differentiated learning. A key recommendation is for the Ministry of Education and Youth, along with other policymakers, to ensure equitable access to AI tools across all practicum settings, providing comprehensive training in AI applications and addressing the technology gap. The study’s insinuations are profound, two of which are that through its offering of personalized coaching, AI has the potential to transform teacher training and particularly in the context of teacher shortages, reducing the mentorship burden in Jamaica’s education system. These findings underscore AI’s capacity to enhance both teaching quality and student outcomes, positioning it as a critical tool in the future of education.

Keywords:
integration of artificial intelligence (AI) teacher training perceptions teaching practicum process

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