Title: "ChatGPT Was Okay, But I Needed My Peer”: Preservice Teachers’ Experiences with AI and Human Feedback"

• In Event: Integrating AI in Pre-service Teacher Education

Abstract

This study examines how AI-generated and human peer feedback influence preservice teachers’
lesson plan development in a literacy methods course. Grounded in Vygotsky’s Zone of Proximal
Development and feedback theory, it investigates how each feedback supports critical thinking,
instructional decision making, and peer learning. The research used mixed-methods design to
gather data through surveys, open-ended questions, and written reflections. The research
results will provide understanding of AI and human feedback advantages and limitations,
offering insights into how each can be used to enhance pedagogical reasoning and reflective
practice. The study contributes to evidence-based inclusive practices in teacher education and
informs how AI can be ethically integrated into teacher preparation without displacing the
relational and dialogic benefits of human interaction.

Authors

• Gui Ying Annie Yang-Heim, Illinois State University

• Xi Lin, East Carolina University