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The introduction of AI into education is progressing worldwide, and teachers are required to promote the use of AI in the classroom in Japan, regardless of the subjects they teach. To grasp teachers’ AI literacy can clarify the information and support that they need to accomplish it. Also, we need to explore the factors that promote and hinder the use of AI in the classroom. Therefore, this study conducted a questionnaire to investigate (1) the AI literacy of teachers and (2) teachers' expectation for better teaching and anxiety of burden increases using AI. Teaching experience can influence those factors above, and this study collected answers from graduate students majoring in pedagogy with and without teaching experiences (27 with teaching experience, 20 without experience, and 47 in total). The results showed that the two groups differed only in the anxiety of burden increases in class preparation and teaching during class time, but in general, teaching experience seems to affect a little either the acquisition of AI literacy or expectations for better teaching. These results conclude that active intervention is essential to promote the use of AI in the classroom, regardless of their teaching experience.

AI Use in Classrooms; Teachers' AI Literacy;