Reflection of AI-generated lesson plans as dialogic work for preservice teachers

• In Event: Elementary Pre-Service Teacher Education: Feedback, Futures, Technology, and Equity

Abstract

Drawing from Bakhtin’s (1986) concept of dialogism, we position AI-generated lesson plans as mediating objects that can support preservice teachers (PSTs) in making sense of lesson planning and in developing their teaching identity. We found that when presented with the right learning opportunities, PSTs invoked and engaged with external voices (e.g., coursework), current voices and experiences (e.g., practicum), and personal voices and experiences (e.g., their own or familial learning) when refining AI-generated lesson plans, reflecting on best pedagogical practices and adjusting the plan to fit the needs of their students.

Authors

• Jessie M. Nixon, Weber State University

• Katarina Anderson, Weber State University

• Ryan F. Cain, Weber State University

• Gisela Martiz, Utah State University