Exploring generative artificial intelligence in teacher education

Dados Bibliográficos

ID12085877
AutoresPriya Panday‐Shukla (0000-0003-1056-2624, Washington State University, autor correspondente)
Ano2025
Volume165
Páginas105088-105088
Data de publicação2025-06-09
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoTeaching and Teacher Education (JOURNAL)
Identificadores do periódicoISSN: 0742-051X • E-ISSN: 1879-2480
EditoraElsevier BV (PUBLISHER)
DOI10.1016/j.tate.2025.105088
OpenAlexW4411135815
IdiomaEN
Citações recebidas11
Referências citadas13

Generative artificial intelligence (GenAI) has the potential to be a powerful tool for educators. However, understanding the key attributes that can influence pre-service teachers and teacher educators’ adoption of GenAI tools remains limited. This collective exploratory case study investigated the perceptions and experiences of 52 pre-service teachers and 21 teacher educators at a U.S. Pacific Northwest university through surveys and focus groups. Findings provide teacher educators and administrators with a deeper understanding of the perceived barriers and facilitators to diffusion and adoption of these tools. The recommendations outline practical approaches to improve key attributes and prepare educators and future teachers. • There is a mix of positive and skeptical views towards GenAI technologies. • Digital literacy level is moderate while AI literacy is low for both pre-service teachers and teacher educators. • Pre-service teachers are not prepared to teach in a world where GenAI tools might become more prevalent. • There is a need for more professional development opportunities to learn more about GenAI tools

Cognitive science · Generative grammar · Mathematics education · Pedagogy · Computer Science · Online Learning and Analytics · Psychology · Artificial Intelligence