Exploring generative artificial intelligence in teacher education
Priya Panday‐Shukla
Abstract
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.