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Integrating AI Tools into Preservice Mathematics Teacher Education: A Qualitative Study of Lesson Planning Practices

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Title: Integrating AI Tools into Preservice Mathematics Teacher Education: A Qualitative Study of Lesson Planning Practices
Language: English
Authors: Nadeyah J. Alreiahi (ORCID 0009-0000-3799-2662), Noha Alrwaish (ORCID 0000-0002-0398-2068)
Source: Contemporary Educational Technology. 2025 17(4):617.
Availability: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
Peer Reviewed: Y
Page Count: 17
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Artificial Intelligence, Preservice Teachers, Mathematics Teachers, Technology Uses in Education, Teacher Education Programs, Mathematics Instruction, Student Attitudes, Lesson Plans, Barriers, Methods Courses, Foreign Countries, Preservice Teacher Education, Schools of Education, Technology Integration, Educational Practices
Geographic Terms: Middle East
Abstract: This study examined the participation of preservice teachers (PSTs) in artificial intelligence (AI)- generated lesson-plan training sessions, primarily within a mathematics instruction course in a teacher training program. Although earlier research has explored AI in education, few studies have specifically looked at how AI-generated lesson plans affect PSTs' lesson-planning skills. This study addresses this gap by exploring math PSTs' views on the use of AI-generated tools in lesson planning. Data were collected from focus group interviews with fifty students and were analyzed thematically using a coding framework after targeted training sessions. The findings revealed key themes, including the time-saving benefits of AI, its ability to produce innovative activities, and the support these tools provide to PSTs. While AI tools served as scaffolds, the importance of teacher agency, pedagogical knowledge, and content alignment remained vital. These results highlight the potential of AI support in teacher training programs, while also recognizing that it does not replace essential skills such as critical thinking and professional judgment. The study offers implications and recommendations for integrating AI while maintaining pedagogical rigor and curriculum integrity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494792
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Nadeyah+J%2E+Alreiahi%22">Nadeyah J. Alreiahi</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-3799-2662">0009-0000-3799-2662</externalLink>)<br /><searchLink fieldCode="AR" term="%22Noha+Alrwaish%22">Noha Alrwaish</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-0398-2068">0000-0002-0398-2068</externalLink>)
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  Data: Contemporary Educational Technology. Faculty of Communication Sciences, Anadolu University, Yunus Emre Campus, Eskisehir 26470, Turkey. e-mail: editor@cedtech.net; Web site: http://www.cedtech.net
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  Data: This study examined the participation of preservice teachers (PSTs) in artificial intelligence (AI)- generated lesson-plan training sessions, primarily within a mathematics instruction course in a teacher training program. Although earlier research has explored AI in education, few studies have specifically looked at how AI-generated lesson plans affect PSTs' lesson-planning skills. This study addresses this gap by exploring math PSTs' views on the use of AI-generated tools in lesson planning. Data were collected from focus group interviews with fifty students and were analyzed thematically using a coding framework after targeted training sessions. The findings revealed key themes, including the time-saving benefits of AI, its ability to produce innovative activities, and the support these tools provide to PSTs. While AI tools served as scaffolds, the importance of teacher agency, pedagogical knowledge, and content alignment remained vital. These results highlight the potential of AI support in teacher training programs, while also recognizing that it does not replace essential skills such as critical thinking and professional judgment. The study offers implications and recommendations for integrating AI while maintaining pedagogical rigor and curriculum integrity.
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      – Text: English
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        PageCount: 17
        StartPage: 617
    Subjects:
      – SubjectFull: Artificial Intelligence
        Type: general
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Mathematics Teachers
        Type: general
      – SubjectFull: Technology Uses in Education
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Lesson Plans
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      – SubjectFull: Barriers
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      – SubjectFull: Methods Courses
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Technology Integration
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      – SubjectFull: Educational Practices
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      – SubjectFull: Middle East
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      – TitleFull: Integrating AI Tools into Preservice Mathematics Teacher Education: A Qualitative Study of Lesson Planning Practices
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