Teacher Prompt Literacy: Conceptualization, Assessment, and Implications for Professional Development

Moray House School of Education and Sport, University of Edinburgh, EH8 8AQ, United Kingdom

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Abstract

The quick advancement of generative AI has created unprecedented opportunities and challenges in teacher education. In this regard, AI literacy has become one of the essential competencies. Nevertheless, the contemporary discussion is also not theoretically based, and it commonly reduces the concept of prompt literacy to a single, external, mechanical ability instead of a skilled pedagogical competence. To fill this disconnect, in this paper, prompt literacy is put in the context of TPACK framework in order to redefine it as a form of Technological Pedagogical Knowledge (TPK) - a critically important bridge articulating abstract pedagogical intent into definite technical prescriptions. This paper, through a review of the recent literature, examines the current state of prompt literacy and found that the growth of this model is hindered by the focus on an individual learning process and fragmented training. According to the research outcomes, prompt literacy is not a technical process but a complicated pedagogical reasoning process that needs organization. Accordingly, this paper argues that to successfully integrate generative AI, teacher training should be focused not on haphazard workshops but in a systematic integration of the curriculum in the end that can empower teacher agency in the digital age.