Walter Barbieri
Biographic Data
| ID | 8987937 |
|---|---|
| NAME | Walter Barbieri |
| GIVEN NAMES | Walter |
| FAMILY NAME | Barbieri |
| SIGNATURE | BARBIERI W |
| AFFILIATIONS | The University of Adelaide |
| ORCID | 0000-0003-2993-3114 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Generative AI in work‐integrated learning
This study investigates how generative artificial intelligence (gen‐AI) interacts with pre‐service teachers' (PSTs) experiences of emotional labour, relational complexity and institutional navigation during work‐integrated learning (WIL) placements. Using the Emotional Capital in Education (ECE) framework, the study explores how emotional capital is preserved, converted and depleted across diverse affective economies, and how gen‐AI activities we…
Mentorship in the Age of Generative AI
This study investigates the integration of mentorship, self-regulated learning (SRL), and generative artificial intelligence (gen-AI) to support pre-service teachers (PSTs) before and during work-integrated learning (WIL) placements. Utilising the Mentoring and SRL Pyramid Model (MSPM), it examines how mentors’ dual roles as coaches and assessors influence PSTs’ SRL and explores to what extent gen-AI can assist PSTs in meeting the demands of WIL …
Cultivating teacher agency and professional autonomy in higher education through feature films and television series
This study investigates the integration of feature films and television series (FF/TV) into higher education teaching through the lens of the Teacher Agency and Professional Autonomy (TAPA) model. While FF/TV is recognised for its potential to enhance student engagement, facilitate learning diversity and create interactive teaching environments, challenges such as cognitive overload, emotional bias, and the need for critical media literacy persis…
Generative AI as a “placement buddy”
This study explored the integration of generative artificial intelligence (GenAI) in supporting pre-service teachers (PSTs) during their work-integrated learning placements, focusing on its role in lesson planning, teaching and WIL crisis resolution. Using the unified theory of acceptance and use of technology framework, the study investigated how AI literacy, self-efficacy and social influences affect PSTs’ acceptance and use of GenAI tools. Dat…
No prominent works on this page.
Mentorship in the Age of Generative AI
This study investigates the integration of mentorship, self-regulated learning (SRL), and generative artificial intelligence (gen-AI) to support pre-service teachers (PSTs) before and during work-integrated learning (WIL) placements. Utilising the Mentoring and SRL Pyramid Model (MSPM), it examines how mentors’ dual roles as coaches and assessors influence PSTs’ SRL and explores to what extent gen-AI can assist PSTs in meeting the demands of WIL …
Cultivating teacher agency and professional autonomy in higher education through feature films and television series
This study investigates the integration of feature films and television series (FF/TV) into higher education teaching through the lens of the Teacher Agency and Professional Autonomy (TAPA) model. While FF/TV is recognised for its potential to enhance student engagement, facilitate learning diversity and create interactive teaching environments, challenges such as cognitive overload, emotional bias, and the need for critical media literacy persis…
Generative AI as a “placement buddy”
This study explored the integration of generative artificial intelligence (GenAI) in supporting pre-service teachers (PSTs) during their work-integrated learning placements, focusing on its role in lesson planning, teaching and WIL crisis resolution. Using the unified theory of acceptance and use of technology framework, the study investigated how AI literacy, self-efficacy and social influences affect PSTs’ acceptance and use of GenAI tools. Dat…
Generative AI in work‐integrated learning
This study investigates how generative artificial intelligence (gen‐AI) interacts with pre‐service teachers' (PSTs) experiences of emotional labour, relational complexity and institutional navigation during work‐integrated learning (WIL) placements. Using the Emotional Capital in Education (ECE) framework, the study explores how emotional capital is preserved, converted and depleted across diverse affective economies, and how gen‐AI activities we…
Generative grammar (3 works) · Artificial Intelligence (2 works) · Computer Science (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Psychology (2 works) · AI and HR Technologies (1 work) · Artificial Intelligence in Healthcare and Education (1 work) · Autonomy (1 work) · Cinema and Media Studies (1 work)