Generative Artificial Intelligence In Teacher Professional Development

This article conducts an integrative review of the literature on integrating generative artificial intelligence (Gen AI) into teacher professional development (TPD) to identify scientific evidence on Gen AI’s role in developing teaching skills. The review followed the PRISMA protocol, using in-dexed databases and considering studies published between 2023 and 2025. The selection was made based on inclusion and exclusion criteria, followed by data extraction and systematic analysis. In total, ten empirical studies exploring different training modalities, theoretical frameworks, and educational contexts were analysed. The results indicate that AI Gen has a multidimensional impact on TPD, covering technical, pedagogical, evaluative, and ethical skills, as well as identity dimensions related to professional beliefs and self-efficacy. However, the depth of these impacts depends on the pedagogical structure of the guidance, the duration of the interventions, and the institutional framework. The studies also highlight the importance of critical reflection, human-AI regulation, and the validation of outputs generated as essential components of responsible pedagogical use. Despite the reported benefits, such as improved planning and strengthened teacher confidence, challenges remain, including technological dependence, conceptual errors, ethical limitations, and the absence of clear institutional policies. It is concluded that Gen AI has significant transformative potential in TPD, but its sustainable integration requires structured training programmes, robust theoretical foundations, and consistent institutional support.