Perceiving Generative AI in Teacher Practice: A Design-Based Case Study in a Graduate Course

Abstract

This study presents a design-based case study examining how in-service teachers enrolled in a graduate educational technology course perceive and engage with Generative AI (GAI) tools, such as ChatGPT. As part of a structured course activity, participants incorporated GAI into lesson planning tasks and reflected on its pedagogical usefulness. Two participants completed a post-course survey consisting of Likert-scale and open-ended questions. Results indicate that both educators recognized benefits such as enhanced creativity and planning efficiency, while also expressing concerns about information reliability, ethical boundaries, and over-reliance. The findings highlight variability in teacher engagement based on prior AI experience and emphasize the need for scaffolding, critical reflection, and ethical guidance in AI integration. The study underscores the importance of providing early orientation, scaffolded design tasks, and space for structured dialogue around ethics and pedagogical judgment when integrating GAI in teacher education. Situated within the broader discourse on AI in education, this case study contributes to the literature by offering a context-specific account of how educators explore and make sense of GAI during authentic planning tasks. Design recommendations are proposed for future course iterations and for supporting professional learning environments more broadly.

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