Assessment Of Nigerian Teacher Educators On Professional Development Needs For Effective Integration Of Large Language Models In Teaching And Learning

Abstract

This study investigates the of Nigerian teacher educators’ perception of professional development needs for effective integration of large language models (LLMs') in teaching practice. Four specific research questions guided the study, and one hypothesis was tested. The population comprised teacher educators from Michael Okpara University of Agriculture, Umudike (MOUAU), and Alvan Ikoku Federal University of Education (AIFUE). Data were collected using a structured questionnaire, which was validated and tested for reliability using Cronbach's alpha, yielding a reliability coefficient of 0.89. Descriptive statistics, including mean and standard deviation, were used to analyze the data. The major findings indicate a generally positive perception of LLMs' benefits among Nigerian teacher educators, though significant gaps in knowledge and skills were identified, necessitating comprehensive professional development. One key recommendation is to implement continuous, context-specific professional development programmes that include hands-on workshops and collaborative learning opportunities.

Assessment, Nigerian teacher educators, perception, professional development needs, effective I ntegration, large language models, teaching practice