It Is Not the Huge Enemy

Preservice Teachers’ Evolving Perspectives on AI

Bibliographic Data

ID22042880
AuthorsEse Emmanuel Uwosomah (0009-0007-0482-5391, Universitat Autonòma de Barcelona, corresponding author), Melinda Dooly (0000-0002-1478-4892, Universitat Autonòma de Barcelona, corresponding author)
Year2025
Volume15
Issue2
Pages152
Publication date2025-01-26
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15020152
OpenAlexW4406842750
LanguageEN
Citations received5
References cited25

The application of Artificial Intelligence (AI) to teacher training is a rather recent phenomenon and there is a need for more research on its use in teacher education. This paper examines the use and interpretation of AI by student language teachers during a 10-week telecollaborative course between students from two universities, one in the USA and the other in Spain (n = 46). The course focused on Technology-Enhanced Project-Based Language Learning (TePBLL) and was divided into different ‘technological blocks’. This article is centered around the AI technology block. The analysis is based on three exit tickets (reflection prompts) that demonstrate participants’ thoughts and changing perspectives towards AI. Through thematic analysis of the open-ended responses, this study shows that participants initially appeared skeptical before moving to tentative optimism after first studying theory and examples of the application of AI, followed by the creation of AI-based lessons and activities. The student teachers identify AI as a means to personalize and make language learning more efficient while expressing concerns related to its overuse, ethical issues and potential for undermining critical thinking and creativity. This small study looks at the evolution of the student teachers’ concepts about and perspectives towards AI-enhanced language teaching and learning before, during and after they engage in the technology block. The findings suggest that hands-on training that includes lesson design helps student teachers view AI as a complementary tool for many aspects of their teaching, although this can only be achieved through an adequate pedagogical application

Adversary · Computer security · Higher education · Mathematics education · Pedagogy · Political science · Teacher education · Computer Science · Educational Games and Gamification · Intelligent Tutoring Systems and Adaptive Learning · Online Learning and Analytics · Psychology

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