Generative AI in Teacher Education: Exploring Pre-Service and Educator Perspectives and Practices

• In Event: The Possibilities are Endless: AI in Teacher Educator Development

Abstract

As generative artificial intelligence (GenAI) becomes embedded in education, teacher education must adapt. This mixed-methods study explores how pre-service teachers and their educators perceive and experience GenAI within a teacher education programme in Norway. Survey data from 209 pre-service teachers and interviews with 17 educators reveal shared optimism alongside concerns. Both groups recognise GenAI’s potential to enhance efficiency and learning, yet express apprehensions around trust, ethics, and the erosion of teaching competencies. Experienced educators model GenAI use, while novices remain cautious. Findings underscore the need for structured AI literacy, institutional support, and reflective pedagogical modelling. The study offers practical implications for curriculum, professional development, and policy, advocating a critical, ethical, and pedagogically grounded approach to integrating GenAI in teacher education.

Authors

• Siv M. Gamlem, Volda University College

• Samantha-Kaye Johnston, University of Melbourne

• Synnøve Moltudal, Volda University College

• Joshua McGrane, University of Melbourne

• Therese N. Hopfenbeck, University of Melbourne