Generative AI in Teacher Education: Theory and Practice

Abstract

This action research study investigates how pre-service teachers are learning to use generative artificial intelligence (GenAI) applications through the integration of their course and practicum-based experiences. The five core competencies of our Bachelor of Education program were used to guide the research: planning, assessment, inclusive environment, facilitation, and professional responsibilities. The findings suggest that the teacher candidates are currently focused on learning how to use GenAI for lesson planning and student assessment. Use of GenAI to support an inclusive environment and facilitate student learning is presently limited. In terms of professional responsibilities, at this point in time there appears to a lack of guidance at both the university and K-12 school levels regarding the ethical use of GenAI. This study demonstrates that the growing importance of GenAI in teacher education means that it needs to be dealt with at the program level rather than just in a single educational technology course. For example, ethics courses, case studies of AI use in educational settings, and guided discussions on potential GenAI scenarios need to take place throughout the program.

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