The Question Worth Asking First
Can AI Support Learning in Teacher Education
Bibliographic Data
| ID | 21556523 |
|---|---|
| Authors | Luciana Zuest (0000-0002-3688-9441, corresponding author) |
| Year | 2026 |
| Volume | 97 |
| Issue | 3 |
| Pages | 5-6 |
| Publication date | 2026-03-24 |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Physical Education Recreation & Dance (JOURNAL) |
| Journal identifiers | ISSN: 0730-3084 • E-ISSN: 2168-3816 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07303084.2025.2608570 |
| OpenAlex | W7133955580 |
| Language | EN |
| References cited | 9 |
While much of the AI conversation in teacher education focuses on implementation strategies, professional development frameworks, and ethical governance, there is limited empirical evidence about AI's impact on the core competencies preservice candidates must develop. This article explores some questions related to whether AI actually supports the learning outcomes essential to teacher preparation
Experiential learning · AI in Service Interactions · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics
| Highly cited | No |
|---|