Developing teachers’ professional abilities: a systematic review of human-machine dialogic learning for teacher education

Human-machine dialogic learning offers real-time feedback, diverse educational resources, and flexible learning pathways tailored to meet the needs of learners, making it a potentially practical approach for teacher professional development. This systematic review aims to critically examine the characteristics of human-machine dialogic learning within the context of teacher education, focusing on the affordances it provides for teaching and its impact on educational effectiveness, developing the professional abilities of teachers. Employing the PRISMA methodology, a comprehensive search of three databases (Web of Science, Scopus, and ProQuest) yielded 22 studies that met the inclusion criteria. This paper proposes a framework for understanding human-machine dialogic learning, comprising three core components: pedagogy, learning environments, and technological platforms. Furthermore, the analysis of these components reveals that the affordances for teacher education through human-machine dialogic learning include enhancements in teaching skills and practices, enriched learning experiences and engagement, and improved teaching interactions and communication. Finally, the review discusses the effectiveness of human-machine dialogic learning in teacher education, considering its occurrence and implementation processes. Our findings highlight the value of human-machine dialogic learning in teacher education and offer critical insights to guide future research in this field.