Teaching with Claude: An Autoethnography on AI Collaboration and Integration in Lesson Planning

• In Event: AERA Poster Session Sunday 9:45 am
  In Poster Session: Designing Preservice Teacher Learning: Exploring Lesson Planning, Computational Thinking, AR, and Generative AI

Abstract

This autoethnographic study explores the lived experience of integrating Claude, an AI language model, into lesson planning for a university-level course on ESL instruction. Over 15 weeks of teaching pre-service educators at a southwest university, I documented my evolving relationship with AI through reflective journals and archived interactions. This study was grounded in critical autoethnography and phenomenological reflection, and interpreted through the lens of post-humanist pedagogy, transformative learning, teacher identity theory, actor-network theory, and collaborative intelligence. Our study documents how human-AI collaboration reshapes instructional design, professional identity, and the nature of teaching. Ten interconnected themes emerged. They highlighting AI as a co-designer, the role of prompt quality, culturally responsive instruction, student-centered pedagogy, and the importance of ethical, intentional integration.

Authors

• Hamza Benzina, Texas A&M University

• Sandra T. Acosta, Texas A&M University