A Collective Self-Study of Teacher Educators on Preparing Teachers for Reflective AI-Integrated Pedagogy

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

Abstract

This collective self-study investigated how three teacher educators integrated GenAI into their coursework. Through this collaborative inquiry, we aimed to explore the pedagogical, ethical, and technological considerations that shaped our integration of GenAI and to reflect on how this integration impacted our instructional decisions, student engagement, and evolving roles as teacher educators. While some pre/in-service teachers remained hesitant or misused AI, we observed that many began to engage more critically as they evaluated its appropriateness for their learners, participated in peer dialogue, and reflected on issues such as authorship, bias, and instructional design. We found that meaningful integration of GenAI in teacher education supports the development of pre/in-service teachers’ professional identity, digital literacy, and agentive teaching in technology-rich environments.

Authors

• Sehyun Yun, Ball State University

• Hyeonho Henry Yu, Ball State University

• Younkyung Hong, Ball State University