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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
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
FullText Text:
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  Data: Integrating Generative AI in Teacher Education: A Qualitative Exploration of TPACK Growth and Critical Reflection
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  Data: <searchLink fieldCode="AR" term="%22Min+Jou%22">Min Jou</searchLink><br /><searchLink fieldCode="AR" term="%22Tzu-Hsuan+Kuo%22">Tzu-Hsuan Kuo</searchLink><br /><searchLink fieldCode="AR" term="%22Yu-Chun+Chiang%22">Yu-Chun Chiang</searchLink><br /><searchLink fieldCode="AR" term="%22Yungwei+Hao%22">Yungwei Hao</searchLink><br /><searchLink fieldCode="AR" term="%22Chun-Chiang+Huang%22">Chun-Chiang Huang</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Turkish+Online+Journal+of+Educational+Technology+-+TOJET%22"><i>Turkish Online Journal of Educational Technology - TOJET</i></searchLink>. 2025 24(4):101-107.
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  Data: 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/
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  Data: <searchLink fieldCode="DE" term="%22Artificial+Intelligence%22">Artificial Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Pedagogical+Content+Knowledge%22">Pedagogical Content Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Technological+Literacy%22">Technological Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Technology+Uses+in+Education%22">Technology Uses in Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Reflection%22">Reflection</searchLink><br /><searchLink fieldCode="DE" term="%22Ethics%22">Ethics</searchLink><br /><searchLink fieldCode="DE" term="%22Accuracy%22">Accuracy</searchLink><br /><searchLink fieldCode="DE" term="%22Bias%22">Bias</searchLink><br /><searchLink fieldCode="DE" term="%22Creativity%22">Creativity</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Taiwan%22">Taiwan</searchLink>
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  Data: 1303-6521<br />2146-7242
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 7
        StartPage: 101
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Pedagogical Content Knowledge
        Type: general
      – SubjectFull: Technological Literacy
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Reflection
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      – SubjectFull: Ethics
        Type: general
      – SubjectFull: Accuracy
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      – SubjectFull: Bias
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      – SubjectFull: Creativity
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      – SubjectFull: Instructional Design
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Taiwan
        Type: general
    Titles:
      – TitleFull: Integrating Generative AI in Teacher Education: A Qualitative Exploration of TPACK Growth and Critical Reflection
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            NameFull: Tzu-Hsuan Kuo
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            NameFull: Yu-Chun Chiang
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