Generative AI in Initial Teacher Education: Exploring the Alignment of Pre-Service Teachers and their Teacher Educators

Abstract

The rapid advancement of Generative Artificial Intelligence (GAI), such as large language models and AI-driven educational tools, has begun to reshape teaching, learning, and assessment practices in higher education. Initial Teacher Education (ITE) occupies a critical position in this transformation, as pre-service teachers must develop both pedagogical competence and ethical, reflective engagement with emerging technologies. Simultaneously, teacher educators play a decisive role in shaping how future teachers perceive, adopt, and critically evaluate generative AI. This paper explores the alignment between pre-service teachers and their teacher educators in terms of awareness, attitudes, pedagogical use, and ethical understanding of generative AI in initial teacher education. Drawing on a review of contemporary literature, conceptual analysis, and emerging empirical trends, the study examines opportunities and tensions arising from generative AI integration in teacher preparation programs. The findings highlight partial alignment between pre-service teachers and teacher educators, characterized by shared recognition of AI’s potential but differing levels of confidence, pedagogical readiness, and ethical clarity. The paper concludes with implications for curriculum design, professional development, policy, and future research, emphasizing the need for coherent institutional strategies to ensure responsible and pedagogically sound integration of generative AI in initial teacher education.

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