Exploring the Emotion-Coping-Outcome Dynamics among Pre-Service Teachers in Generative AI-Assisted Teaching

• In Event: Teacher Practices and Professional Development with AI

Abstract

The potential of Generative Artificial Intelligence (GAI) in teacher education has been widely recognized. This study explored the relationships between pre-service teachers’ emotions, coping strategies, and desirable outcomes (i.e., GAI-enabled productivity, GAI-enabled creativity, and teacher professional commitment) in GAI-assisted teaching. An online questionnaire survey was administered to collect quantitative data. A sample of 1,994 pre-service teachers from 75 universities in China participated in the survey. Unexpectedly, the results showed that challenge emotions had positive effects on venting and distancing from GAI, and distancing positively influenced teacher professional commitment. These findings offer insights into designing support mechanisms that foster teachers’ adaptive coping and reinforce commitment in GAI-assisted teaching environment.

Authors

• Yangyang Guo, The Chinese University of Hong Kong

• Chan Wang, The Education University of Hong Kong

• Hongbiao Yin, The Chinese University of Hong Kong