Artificial intelligence and assessment in university teacher education programs: sociomaterial configurations and contested imaginaries.

Abstract

This article is part of an ongoing master’s research project that examines university assessment practices in the context of the incorporation of natural language artificial intelligence into teacher education programs at the Faculty of Philosophy, Humanities and Arts. The study proposes a conceptual shift that moves beyond an instrumental understanding of artificial intelligence as a mere tool and instead approaches it as an actant within complex sociomaterial configurations. Drawing on a perspective inspired by Actor-Network Theory and the concept of sociotechnical imaginaries, the article analyzes how the incorporation of these technologies participates in the alignment of assessment practices and in the stabilization of particular pedagogical rationalities. In dialogue with the didactics of error, it problematizes the tendency to redefine assessment in terms of efficiency and standardization, questioning the effects that these representations may have on teacher education. Methodologically, the study adopts a qualitative interpretive approach based on in-depth interviews with teacher educators, aimed at reconstructing the networks of meaning and the problematizations that accompany the integration of artificial intelligence. The article does not present conclusive results; rather, it offers an analytical framework for understanding the sociomaterial configurations and contested imaginaries at stake in university teacher education assessment.