Constructing History's Future: Cognitive Shifts and Principle Formation in Pre-service Teachers' AI Practice

• In Event: AERA Roundtable Session Thursday 4:15 pm - Gold 1
  In Roundtable Session: Constructing Practice, Shaping Identity: Preservice Teacher Learning Across Disciplines and Dialogues

Abstract

The emergence of Generative Artificial Intelligence (GAI) poses unique challenges to history education. This study explores cognitive shifts, challenges, and pedagogical principles formed by pre-service history teachers during nine-week AI-integrated instructional design practice. Through content analysis of 11 instructional design proposals and 4 focus group interviews, findings reveal: teachers' GAI perceptions evolved significantly from "efficiency tool" to "pedagogical partner"; they identified key challenges related to technological reliability and pedagogical dependency, developing coping strategies of critical validation and boundary setting; ultimately, a core pedagogical principle emerged—GAI should serve as "catalyst for inquiry stimulation" rather than "answer machine." This study illuminates teachers' early AI-TPACK formation and provides practical insights for teacher education.

Authors

• Juanjuan Li, East China Normal University

• Xiangfang Song, East China Normal University

• Yuwei Wei, East China Normal University

• Dan Wang, East China Normal University

• Mingzhuo Liu, East China Normal University