Integrating Generative AI in Teacher Education: A Qualitative Exploration of TPACK Growth and Critical Reflection
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| Title: | Integrating Generative AI in Teacher Education: A Qualitative Exploration of TPACK Growth and Critical Reflection |
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| Language: | English |
| Authors: | Min Jou, Tzu-Hsuan Kuo, Yu-Chun Chiang, Yungwei Hao, Chun-Chiang Huang |
| Source: | Turkish Online Journal of Educational Technology - TOJET. 2025 24(4):101-107. |
| Availability: | Sakarya University. Esentepe Campus, Adapazari 54000, Turkey. Tel: +90-505-2431868; Fax: +90-264-6141034; e-mail: tojet@sakarya.edu.tr; Web site: https://tojet.net/ |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Artificial Intelligence, Preservice Teacher Education, Preservice Teachers, Pedagogical Content Knowledge, Technological Literacy, Technology Uses in Education, Self Efficacy, Reflection, Ethics, Accuracy, Bias, Creativity, Instructional Design, Foreign Countries |
| Geographic Terms: | Taiwan |
| ISSN: | 1303-6521 2146-7242 |
| Abstract: | This study investigates how generative AI technologies influence pre-service teachers' pedagogical thinking and instructional design practices within a vocational education context. Drawing on a qualitative framework, the research engaged students in a task-based learning environment that integrated tools such as ChatGPT and image generators into authentic teaching design tasks. Data were collected through reflective journals, interviews, and teaching artifacts. Thematic analysis revealed three core trajectories of professional growth: (1) a shift from uncertainty to confidence in using AI tools; (2) the situated development of TPACK through iterative design and reflection; and (3) the emergence of critical awareness regarding AI ethics, accuracy, and bias. Students not only explored how AI could support their instructional creativity, but also expressed concerns about content reliability and the limitations of automated outputs. Their reflections illustrated an evolving understanding of AI not just as a tool, but as a co-participant in instructional reasoning. The findings suggest that meaningful integration of generative AI requires more than technical training; it calls for pedagogical framing, ethical discourse, and reflective space. Teacher education programs must therefore cultivate not only AI fluency, but also critical and adaptive instructional mindsets capable of navigating the complexities of AI-supported teaching. [This is a reprint of an article originally published in "Turkish Online Journal of Educational Technology" v24 n3 p54-59 2025.] |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1488657 |
| Database: | ERIC |
| Abstract: | This study investigates how generative AI technologies influence pre-service teachers' pedagogical thinking and instructional design practices within a vocational education context. Drawing on a qualitative framework, the research engaged students in a task-based learning environment that integrated tools such as ChatGPT and image generators into authentic teaching design tasks. Data were collected through reflective journals, interviews, and teaching artifacts. Thematic analysis revealed three core trajectories of professional growth: (1) a shift from uncertainty to confidence in using AI tools; (2) the situated development of TPACK through iterative design and reflection; and (3) the emergence of critical awareness regarding AI ethics, accuracy, and bias. Students not only explored how AI could support their instructional creativity, but also expressed concerns about content reliability and the limitations of automated outputs. Their reflections illustrated an evolving understanding of AI not just as a tool, but as a co-participant in instructional reasoning. The findings suggest that meaningful integration of generative AI requires more than technical training; it calls for pedagogical framing, ethical discourse, and reflective space. Teacher education programs must therefore cultivate not only AI fluency, but also critical and adaptive instructional mindsets capable of navigating the complexities of AI-supported teaching. [This is a reprint of an article originally published in "Turkish Online Journal of Educational Technology" v24 n3 p54-59 2025.] |
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| ISSN: | 1303-6521 2146-7242 |
