Preservice Teachers’ Critical Inquiry With Stories Created by Generative Artificial Intelligence: Practice and Implications

• In Event: Preservice Teachers and Generative AI: Impacts on AI Literacy, Instructional Design, and Critical Thinking

Abstract

Employing qualitative methods, this study explored how pre-service teachers (PSTs) engaged in critical inquiry as they analyzed stories created by GenAI, and the implications PSTs identified in using GenAI in future writing instruction with P-12 students. Results indicated that PSTs identified gender biases in character representation and roles along with the simplistic and predictable nature of the story plots. They raised critical questions about the sources of GenAI’s materials and the potential for GenAI to eliminate stereotypes and bias. Implications include the need for critical evaluation of AI-generated content to promote diversity and inclusion, AI-generated stories as tools to engage students in critical inquiry, and the necessity for educators to critically assess GenAI content.

Authors

• Chelsey Bahlmann Bollinger, James Madison University

• Xiufang Chen, Rowan University

• Wendy L. Gardiner, Pacific Lutheran University

• Chinwe H. Ikpeze, Saint John Fisher College

• Grace Yun Kang, Illinois State University

• Sonia Melanie Kline, Illinois State University

• Janet Kim Outlaw, University of South Florida

• Sarah D Reid, Illinois State University

• Linda D. Smetana, California State University - East Bay