Language Ideology Exploration as a Pathway to Critical AI Integration in Teacher Preparation

• In Event: AERA Roundtable Session Saturday 3:45 pm - Gold 3
  In Roundtable Session: Perspectives and Practices of AI Use Across Educational and Global Contexts

Abstract

This mixed-methods study examines how scaffolded critically reflective generative AI integration impacts clinical teachers’ attitudes, confidence, critical reflection abilities, and culturally responsive practices. Forty-five teacher candidates participated in a three-phase AI integration lesson grounded in language ideology exploration, critical digital literacy, and culturally sustaining pedagogy frameworks. Quantitative analysis revealed statistically significant increases in culturally responsive practices. Preliminary qualitative analysis showed participants viewed AI as complementary to their thinking while demonstrating critical awareness of AI biases and limitations. Participants noted differences between their personal, emotional framings and AI’s explicit labeling of structural issues. Findings suggest AI integration in teacher preparation must include critical reflection and ideological exploration rather than solely technical training to support diverse students effectively.

Authors

• Danette Y. Martinez, University of Texas - San Antonio

• Kathryn I. Henderson, University of Texas - San Antonio

• Jennifer Gilardi Swoyer, University of Texas - San Antonio

• Bedrettin Yazan, University of Texas - San Antonio

• Gabriella Martinez, University of Texas - San Antonio